TEACHERS’ PERCEPTIONS OF METACOGNITIVE STRATEGIES AND ASSESSMENTS USED WITH D/DEAF AND HARD OF HEARING STUDENTS

Abstract

This qualitative case study investigated two teachers’ use of metacognitive strategies during reading instruction and the types of metacognitive assessments used to assess students’ metacognitive strategies. Data collection was performed using a case study methodology via two semi-structured interviews, observations of five reading instruction lessons, and two selfrecorded question responses, known collectively as the experience sampling method (ESM). The data collected were coded based on three time periods: planning before reading, monitoring during reading, and evaluating after reading. The findings reveal that the two teacher-participants spent a substantial amount of time activating their students’ prior knowledge and building vocabulary. In addition, both teachers only used think aloud assessments to examine the type of metacognitive strategies that their students used during reading sessions. There is a need to consider other metacognitive strategies, including evaluating strategies, and to utilize alternative methods of assessment alongside think aloud, such as interviews.

Keywords

• d/deaf and hard of hearing students
• metacognitive assessments
• metacognitive knowledge/awareness
• metacognitive regulation
• metacognitive strategies