The role of metacognition in the context of integrated strategy intervention

In the present study, the role of metacognition in the context of integrate d strategy intervention was examined The integrated strategy training in re ading comprehension, mathematics, and metacognition was carried out over a period of seven months with young 9-10-years-old, 3rd grade elementary scho ol students with learning problems, A pretest-post test design with matched intervention and control groups was applied. Before the intervention, thes e students and all their classmates had been followed up through Ist to 3rd grade, and tested with multiple cognitive and metacognitive tasks each yea r. The results showed that early, 1st grade, cognitive-metacognitive differ ences,were strongly associated with later problem solving and reading compr ehension proficiency, thus confirming the importance of reading comprehensi on strategies and metacognition in mathematical problem solving. Further, m arked training effects were found, The growth of metacognitive awareness, e xperiences and self-regulation were observed on the basis of behaviour anal yses during the intervention and of post-intervention interviews. However, despite significant training effects, students who were resistant and those who were responsive to training were identified. The results showed that e arly metacognitive proficiency is closely associated with the responsivenes s to training efforts. The nature of metacognitive experiences and the earl y teaching of metacognitive awareness and self-regulation are emphasised in the conclusions.