- Volume 20 Issue 1
DOI QR Code
Differences in Metacognitive Awareness of Reading Strategy Use in English Test-typed Text Reading between Gifted English Language Learners and General Middle School Learners
영어 평가 지문 읽기에서 영어 영재 학생과 일반 중학생의 메타인지 읽기전략 사용 차이에 대한 연구
- 방준 (부산광역시영재교육진흥원 연구팀)
- Received : 2019.10.08
- Accepted : 2019.11.18
- Published : 2020.01.28
The purpose of this study was to explore the differences of the metacognitive awareness of reading strategies which gifted English language learners (GELLs) and general middle school learners (GMSLs) used while reading English test-typed texts. 74 GELLs in a gifted program of C city and 90 GMSLs in the southern part of C city participated in this study. The MARSI questionnaire was administered to the GELLs and GMSLs at the end of the semester. Frequency and t-test were used to examine the differences in metacognitive awareness of reading strategy use between GELLs and GSMLs when reading the English test-typed texts. Based on the analysis, the study discovered that GELLs were likely to use metacognitive awareness of reading strategies more frequently than GMSLs. Also, GELLs tended to use more global and problem-solving strategies than GMSLs. However, there is no significant difference in support strategy use between the two groups. In conclusion, the study suggests pedagogical implications for GELLs and GMSLs' effective English reading.
Supported by : 부산광역시영재교육진흥원
- C. Y. Ahn and M. S. Han, "A study on the use of high school students' metacognitive strategies in accordance with the degree of difficulty of reading passages and the students' level," Journal of Learner-Center Curriculum and Instruction, Vol.16, No.5, pp.787-809, 2016.
- M. A. Jung and N. K. Kim, "Reading strategies in L1 and L2: Comparison of Korean EFL learners' reading strategy use," Studies Modern Grammar, Vol.68, pp.211-240, 2012.
- S. I. Choi and S. K. Jin, "Exploring of the validity of reading metacognition inventory for identifying gifted students' in languages," The Journal of the Korean Society for the Gifted and Talented, Vol.14, No.3, pp.103-126, 2015.
- E. Berlowwitz and T. Cicchelli, "Metacognitive strategy use in reading of gifted high school achieving and gifted underachieving middle school students in New York City," Emotion and Urban Society, Vol.37, No.1, pp.37-57, 2004.
- C. R. Fehrenbach, "Gifted / average readers: Do they use the same reading strategy?," Gifted Child Quarterly, Vol.35, pp.125-127, 1991. https://doi.org/10.1177/001698629103500303
- H. J. Feldhusen, Individualized teaching of gifted children in regular classroom, New York:D.O.K., 1989.
- J. S. Renzulli, What Makes Giftedness?, New York:Chronicle Guidance, 1978.
- A. H. Passow, "The nature of giftedness and talent," Gifted Child Quarterly, Vol.25, pp.5-10, 1981. https://doi.org/10.1177/001698628102500102
- A. M. Blackburn, L. Cornish, and S. Smith, "Gifted English language learners: Global understanding and Australian perspectives," Journal for the Education of the Gifted, Vol.39, No.4, pp.338-360, 2016. https://doi.org/10.1177/0162353216671834
- T. Deveau, "Strategies for gifted second language learners," Academic Exchange Quarterly, March 22, 2006.
- K. Gallagher, Deep Reading, Portland:Stern house, 2004.
- P. Hoh, "The linguistic advantage of the intellectually gifted child: An empirical study of spontaneous speech," Reeper Rev., Vol.27, No.3, pp.178-185, 2005. https://doi.org/10.1080/02783190509554313
- J. VanTassel-Baska, "The on-going dilemma of effective identification practices in gifted education," The Communicator, Vol.31, pp.87-99, 2000.
- D. Durkin, "Matching classroom instruction with reading abilities: An unmet need," Remedial and Special Education, Vol.11, No.3, pp.23-28, 1990. https://doi.org/10.1177/074193259001100307
- N. F. Jackson, "Precocious Reading ability: What does it mean?," Gifted Child Quarterly, Vol.32, pp.200-204, 1988. https://doi.org/10.1177/001698628803200103
- B. Clark, Grouping up gifted, Columbia: Merrill/ Practice Hall, 1997.
- J. A. Dole and P. J. Adams, "Reading curriculum for gifted readers: A survey," Gifted Child Quarterly, Vol.27, pp.64-72, 1983. https://doi.org/10.1177/001698628302700203
- C. Dooley, "The challenge: Meeting the needs of gifted readers," Reading Teacher, Vol.46, pp.546-551, 1993.
- S. Kaplan, "Reading strategies for gifted readers," Teaching for High Potential, Vol.1, No.2, pp.1-2, 1999.
- D. Levande, "Identifying and serving the gifted reader," Reading Improvement, Vol.30, pp.147-150, 1993.
- J. H. Flavell, "Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry," American Psychologist, Vol.34, pp.906-907, 1979. https://doi.org/10.1037/0003-066X.34.10.906
- K. E. Snyder, J. L. Nierfeld, and L. Linnenbrink-Garcia, "Giftedness and metacognition: A short-term longitudinal investigation of metacognitive monitoring in the classroom," Gifted Child Quarterly, Vol.55, No.3, pp.181-193, 2011. https://doi.org/10.1177/0016986211412769
- M. Carr and G. Taasoobshirazi, "Metacognition: A recent review of research, theory, and perspective," M. F. Shaughness, M. V. J. Veenman, and C. Kleyn-Kennedy(eds.), Metacognition in the Gifted : Connections to Expertise, New York:Nova, Chapter 6, pp.109-125, 2008.
- K. Mokhtari and R. Sheorey "Measuring ESL students' awareness of reading strategies," Journal of Development Education, Vol.25, No.3, pp.2-10, 2002.
- J. Bang, "Metacognitive reading strategy use in L1 and L2 reading between general middle school learners and gifted English language learners," Advanced Science Letters, Vol.23, No.10, pp.10451-10455, 2017. https://doi.org/10.1166/asl.2017.10472