Metacognition can be described as thinking about one’s own thinking. It is a skill that high achieving students develop quickly and implicitly; however, low achieving students and students with learning disabilities often lack metacognition skills, negatively impacting their academic achievement. Explicit instruction in metacognition for students with learning disabilities is not only possible, but has a positive effect on academic achievement. This study describes how resource specialist programs can incorporate explicit metacognitive techniques, integrated within content instruction, in order for students with learning disabilities to become independent learners who are better able to generalize skills and strategies within the general education setting.
","abstract_html":"<p>Metacognition can be described as thinking about one’s own thinking. It is a skill that high achieving students develop quickly and implicitly; however, low achieving students and students with learning disabilities often lack metacognition skills, negatively impacting their academic achievement. Explicit instruction in metacognition for students with learning disabilities is not only possible, but has a positive effect on academic achievement. This study describes how resource specialist programs can incorporate explicit metacognitive techniques, integrated within content instruction, in order for students with learning disabilities to become independent learners who are better able to generalize skills and strategies within the general education setting.</p>","abstract_has_math":false,"creators":["Hagen, Teri"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:12Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/366","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hagen, Teri"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/366"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Metacognition can be described as thinking about one’s own thinking. It is a skill that high achieving students develop quickly and implicitly; however, low achieving students and students with learning disabilities often lack metacognition skills, negatively impacting their academic achievement. Explicit instruction in metacognition for students with learning disabilities is not only possible, but has a positive effect on academic achievement. This study describes how resource specialist programs can incorporate explicit metacognitive techniques, integrated within content instruction, in order for students with learning disabilities to become independent learners who are better able to generalize skills and strategies within the general education setting.
"]},{"key":"dc:title","label":"Title","values":["A Metacognition Training Manual for Elementary Students with Learning Disabilities in Resource Specialist Programs"]}]}],"canonical_facts":{"dc:creator":["Hagen, Teri"],"dc:description.abstract":["Metacognition can be described as thinking about one’s own thinking. It is a skill that high achieving students develop quickly and implicitly; however, low achieving students and students with learning disabilities often lack metacognition skills, negatively impacting their academic achievement. Explicit instruction in metacognition for students with learning disabilities is not only possible, but has a positive effect on academic achievement. This study describes how resource specialist programs can incorporate explicit metacognitive techniques, integrated within content instruction, in order for students with learning disabilities to become independent learners who are better able to generalize skills and strategies within the general education setting.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/366"],"dc:subject":["Education"],"dc:title":["A Metacognition Training Manual for Elementary Students with Learning Disabilities in Resource Specialist Programs"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:12Z"}