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Comparing Metacognition And Reading : Comparing Three Forms Of Contrastive Essay

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Reading Article Critique: Metacognition and Reading: Comparing three forms of Metacognition in Normal Developing Readers and Readers with Dyslexia.

Research conducted by Furnes, B. & Norman, E. (2015), “aimed to study the comparison of three metacognitive facets/components in normal and dyslexic readers, in order to attain more prominent knowledge about metacognition in individuals with dyslexia”. The following research questions were addressed during this study: “(1) Do dyslexic readers differ from normally developing readers in terms of self-reported metacognitive knowledge? (2) Do dyslexic readers differ from normally developing readers in terms of the self-reported use of metacognitive strategies in text reading? (3) Do dyslexic readers differ from normally developing readers in terms of metacognitive experiences related to text reading and their correspondence to learning outcome?” (Furnes & Normal, 2015).
In brief, the methodology consisted of twenty two participants with dyslexia, and twenty two normally developing readers who were enlisted from 10 upper secondary schools in Hordaland County. With these participants In the Dyslexia group, 11 were men and 11 were women. For the normal readers, 14 were men, and 8 were women (Furnes & Normal, 2015). All participants with dyslexia were diagnosed during elementary or secondary grade school. Numerous materials were used to assess and measure the data acquired in this study. Nonverbal ability was measured using the
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