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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 英語聽力策略與學習成效 ; Implementing Listening Strategies in EFL Classrooms 朱惠貞; CHU, HUI-CHEN. - 2022 BASE Show details 2 Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension Salehomoum, Maryam. - : eScholarship, University of California, 2018 In: Salehomoum, Maryam. (2018). Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/7dc409nn (2018) BASE Show details 3 Perceptions and Patterns of Reading Strategy Use as Related to Reading Achievement and Learning Contexts of U.S. Hispanic English Learners Mayville, Melissa Tovar. - 2015 BASE Show details 4 Raising the comprehension skills of Thai tertiary readers of English through strategies-based instruction Akkakoson, Songyut. - : University of Otago, 2011 BASE Show details 5 Metacognitive strategy teaching in the ESL oral classroom: ripple effect on non-target strategy use Lam, Wendy Y. K.. - : Monash University ePress, 2010 BASE Show details 6 The Effect of Teaching Cognitive and Metacognitive Strategies on Reading Comprehension Ability Mohammad Ali Torabi; Elham Gholinia In: Journal of Applied Linguistics, Vol 4, Iss 8, Pp 208-227 (2010) (2010) BASE Show details 7 An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy Ness, Bryan, 1976-. - : University of Oregon, 2009 Abstract: xiii, 117 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. ; Students who struggle academically frequently lack or are unable to apply cognitive-motivational processes imperative for self-regulated learning. It is increasingly evident that deficits in self-regulation are a shared characteristic across students who qualify for special education. For example, impaired executive functions, or the cognitive processes responsible for managing and directing goal-directed activity, is a prevalent symptom domain across students with diverse special education identifications. Higher-order cognitive deficits become increasingly relevant as students progress to the secondary level as this transition necessitates the use of more complex organizational schemes to manage increased academic workload. Assignment management is a particularly challenging task for these students as poor organizational skills and lack of strategic approach translate to excessive time spent on assignments, lost materials, and negative attitude toward academic work. There is a growing body of research suggesting interventions targeting self-regulation have potential to improve performance on complex academic tasks such as assignment completion. Broadly speaking, these interventions are referred to as "self-management" strategies and are intended to help students actively reflect on their own cognitive and learning processes while engaged in academic tasks. The purpose of this study was to evaluate the impact of self-management strategy instruction on student "Assignment Attack" and related academic, behavioral, and cognitive variables. This study extended a line of inquiry examining implementation and efficacy of interventions targeting organized, independent student completion of assignments in resource contexts for adolescents who qualify for special education. Utilizing a multiple baseline, across participants research design, this study revealed positive effects of a Self-Regulated Assignment Attack Strategy (SAAS) on assignment attack and teacher-reported student behavior during assignment completion. The results indicated the effect was domain specific with minimal generalized improvement to the other academic, behavioral, or cognitive outcome measures. A discussion of the results is provided focused on the implications of improved assignment attack, generalization, and measurement challenges. Suggestions for further research in this area are provided. ; Committee in charge: McKay Sohlberg, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Richard Albin, Member, Special Education and Clinical Sciences; Bonnie Todis, Member, Not from U of 0; Thomas Dishion, Outside Member, Psychology Keyword: Assignment management; Metacognitive; Resource classroom; Self-regulation; Single subject; Special education; Speech therapy; Strategy instruction URL: http://hdl.handle.net/1794/10236 BASE Hide details 8 Metacognitive Awareness of Reading Strategies among Iranian EFL Learners in an “Input-poor ” Environment Mohsen Mahdavi; Majid Mehrabi In: http://www.issr-journals.org/links/papers.php?application%3Dpdf%26article%3DIJIAS-14-093-11%26journal%3Dijias BASE Show details 9 Metacognitive Strategy Instruction as a Means to Improve Listening Self- Efficacy among Iranian Undergraduate Learners of English Maryam Rahimirad In: http://www.e-iji.net/dosyalar/iji_2015_1_9.pdf BASE Show details

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