Discussion of Findings
The goal of this study was to determine the benefits of explicit metacognitive strategies instruction on listening and reading comprehension for students with language learning disabilities (LLD). To achieve this, reading comprehension was assessed using the Informal Reading Inventory-7th Edition (B/RIRI-7) (Roe & Burns, 2007), the Developmental Reading Assessment (DRA) (Beaver & Carter, 2003), and informal oral retelling rubrics adapted from Harp (2006), which were collected pretest and posttest. The informal oral retelling rubrics were collected weekly alternating between fiction and nonfiction texts. Listening comprehension skills were assessed using the Clinical Evaluation of Language Fundamentals-Fourth Edition: Understanding Spoken Paragraphs subtest (CELF-4) (Semel, Wiig, & Secord, 2006), the B/RIRI-7, and the informal oral retelling rubrics pretest and posttest only. Three different measures, formal and informal, were implemented for each area of comprehension to ensure triangulation of data, which strengthened the results obtained from of this study.
Additionally, knowledge and application of metacognitive strategies was assessed using the Metacomprehension Strategies Index (MSI) taken from Harp (2006) and the metacognitive awareness subtest for fiction and nonfiction text taken from the DRA, pre-intervention and post-intervention. To further support the knowledge and application of strategies, two samples of the Metacomprehension Strategies Checklist and anecdotal notes were gathered during the study for fiction and nonfiction text.
Pretest and posttest scores for all assessments were gathered for each test or subtest for each subject individually. Scores were represented using line graphs, and a bar graph for the metacognitive awareness score taken from the DRA, for visual representation and analysis.
Formal assessments were used to determine current reading levels for text selection and to measure progress. In addition, informal oral retelling rubrics for reading comprehension, tracking thoughts sheets, and the Metacomprehension Strategies Checklist were collected during the study to support pre-intervention and post-intervention data. These assessments were ongoing and served many purposes: 1). to guide instruction, 2). to corroborate the benefits of the guided reading groups on reading and listening comprehension skills, 3). to make changes as necessary to the selection of materials and texts and the techniques used to instruct the students to meet the individual needs of the students. All methods of assessment were believed to match the curriculum goals and standards, which was essential to ensure that the progress made during this study was of benefit to the students in the school setting.
The social constructivist nature of this study valued the developmental level of the students and the need to provide instruction at each student’s level of ability while building knowledge through social interactions. Another goal of this study was to teach students with language learning disabilities (LLD) strategies that they could apply while reading and listening to enhance comprehension and independent functioning within the classroom setting. To achieve this, the students were exposed to a variety of texts, at their instructional and independent levels, that related to the English Language Arts and Social Studies curriculum. In addition, they were explicitly instructed in strategies that were supported in peer-reviewed journals and professional publications. Lastly, the students were engaged in meaningful discussions about texts and explicitly taught how to actively construct knowledge using strategies within a supported environment.
As noted previously, the formal and informal assessments achieved the goal of identifying the students’ current skill level and progress throughout the study. The oral retelling rubrics offered specific information about the students’ learning and application of strategies and the benefits of instruction. The additional informal assessments (the Metacomprehension Strategy Index, tracking thoughts, and the Metacomprehension Strategies Checklist) were implemented because of the belief that understanding the students' learning process was paramount to develop a greater understanding about how to present instruction and materials, which would allow students to achieve maximum success.