Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities?

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Li-Chih Wang, Kevin Kien Hoa Chung
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引用次数: 2

Abstract

This study investigated the learning strategies that university students with specific learning disabilities (SLD) report using in the Chinese language context. Participants were 105 first-year undergraduate students with SLD and 134 typically developing peers. Three questionnaires about reported reading/writing difficulties, metacognitive knowledge, and learning strategies were administered. Students with SLD reported using fewer learning strategies than students without SLD. The use of writing/research skills, which are the skills used to research topics from various sources in different ways (e.g., organizing writing projects, and monitoring for errors), significantly negatively predicted the reported reading/writing difficulties in both groups. These findings help expand our understanding of which learning strategies are useful for students with SLD and university instructors use more suitable techniques to facilitate the learning of these students.

台湾有特殊学习障碍的大学生是否使用不同的学习策略?
本研究调查了大学生特殊学习障碍在汉语语境中的学习策略。参与者为105名患有特殊障碍的一年级本科生和134名发育正常的同龄人。采用三份关于读写困难、元认知知识和学习策略的问卷调查。有特殊学习障碍的学生比没有特殊学习障碍的学生使用更少的学习策略。写作/研究技能的使用,即用于以不同方式从各种来源研究主题的技能(例如,组织写作项目和监控错误),显著地负面预测了两组报告的阅读/写作困难。这些发现有助于扩大我们对哪些学习策略对特殊学习障碍学生有用的理解,大学教师使用更合适的技术来促进这些学生的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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