Effects of Metacognitive Training on Reading Comprehension Strategies and Performance among Adolescents with Severe Learning Difficulties
Students suffering from severe learning difficulties often demonstrate a substantial deficit in reading comprehension because of their lack of learning strategies and metacognitive knowledge. A training program aimed at developing metacognitive strategies and self-awareness of cognitive functioning was implemented for 12 weeks by teachers of low-demanding vocational classes. The present paper describes the program, its effects on students’ reading comprehension strategies and performance, and the far-transfer effects. The results reveal beneficial effects of the training on several strategy and performance measures. These effects, however, differ depending on students’ aptitudes and are not discernible in a far-transfer task.