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Peer reviewedHarris, Karen R.; And Others – Exceptional Children, 1988
Forty learning-disabled fourth graders learned to use a spelling study strategy, studied words under varying conditions, and predicted their scores on a subsequent test. Results indicated that, even without inclusion of specific metacognitive training components, strategy training produced important metacognitive improvement and that metacognitive…
Descriptors: Expectation, Grade 4, Intermediate Grades, Learning Disabilities
