Effectiveness of Metacognitive Strategies on Reading Skills of Students with Hearing Disorders

Historical research has documented the fact that the average student with a hearing disorders graduates from high school with reading comprehension skills at about fourth grade Level. Metacognitive strategies are one of the methods that have significant applications in educational issues, especially in reading. The main purpose of this research was identifying the effectivenes s of metacognitive strategies for improvement of reading skills of students with hearing disorders. Research design was pretest- posttest randomized group. The sample was formed from 10 students with hearing disorders, 9-10 years old whom were matched and assigned randomly to experimental and control groups. For assessing reading skills, kiyadarbandsari (2007) re ading test was administered. Students of experimental group participated in an intervention program for 8 sessions (each session 45 minutes). The T - student test was used to analyze data. Results indicate metacognitive strategies training were useful for improving reading skills of students with hearing disorders.