USE OF METACOGNITIVE READING STRATEGIES BY GIFTED LEARNING-DISABLED STUDENTS - AN EXPLORATORY-STUDY

This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Perf ormance IQs above 125 and standardized reading achievement scores at l east one year below grade placement. The results indicated that, altho ugh in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metaco gnitive strategies, they were not proficient in executing the strategi es effectively. Analysis of student profiles revealed significant indi vidual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles.