A Perspective on the Role of Metacognition in Reading by Students With Hearing Impairments: A Review

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  • CHONAN Hirohito
    Research and Support Center on Higher Education for the Hearing and Visually Impaired, Tsukuba University of Technology
  • SAWA Takashi
    Department of Education for Children with Special Needs, Tokyo Gakugei University

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Other Title
  • 聴覚障害児の読みの過程におけるメタ認知に関する研究動向
  • チョウカク ショウガイジ ノ ヨミ ノ カテイ ニ オケル メタ ニンチ ニ カンスル ケンキュウ ドウコウ

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Abstract

The purposes of the present article are to review current studies concerning the role of metacognition in the reading comprehension of students with hearing impairments, and to discuss problems in these studies, in order to outline implications for future research. Some recent studies of metacognition in reading have provided evidence that students with hearing impairments who are highly skilled readers have metacognitive knowledge related to reading and employ self-regulation, monitoring, and control strategies when reading, just as students without hearing impairments do. Furthermore, other studies have suggested that some interventions aimed at promoting the use of metacognitive strategies have been very effective in improving the reading comprehension of students with hearing impairments whose reading comprehension had been poor. On the other hand, because some of those studies had problems such as in data sampling and in how the effectiveness of the interventions was analyzed, further consideration is needed in order to improve methods for measuring metacognitive abilities and to investigate teaching programs that may be useful for improving the metacognitive knowledge, self-regulation, and appropriate experiences of students with hearing impairments.

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