Deaf Adolescents' Metacognitive Knowledge About School-Related Reading

Abstract

Twenty-nine prelingually and profoundly deaf adolescents were interviewed individually to assess their metacognitive knowledge about school-related reading. A descriptive analysis of the data indicated that the students' schemata for school-related reading were largely skill-based and passive. The schemata apparently lacked mature metacognitive knowledge that would enable the students to gain the most from their reading instruction and become more sophisticated independent readers. Further research on classroom reading instruction is needed.