METACOGNITION AND HIGH INTELLECTUAL ABILITY - INSIGHTS FROM THE STUDYOF LEARNING-DISABLED GIFTED STUDENTS

This study offers empirical support for the importance of metacognitio n in giftedness based on the performance of 48 school-identified learn ing-disabled gifted, gifted, learning-disabled, and average-performing boys in Grades 5/6 and 11/12 on assessments of metacognitive knowledg e, metacognitive skill on a think-aloud error-detection reading task, error detection, and comprehension; prior knowledge was covaried. Perf ormance of gifted and learning-disabled gifted students exceeded that of the average-performing and learning-disabled students on most measu res at both grade levels. A main effect was found for grade; however, secondary average-performing students' performance was closer to that of the gifted and learning-disabled gifted students' performance. Meta cognitive performance of the learning-disabled gifted students resembl ed that of the gifted sample more than that of the learning-disabled s ample.