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Peer reviewedMcGuire, K. Lesley; Yewchuk, Carolyn R. – Journal for the Education of the Gifted, 1996
Evaluation of the metacognitive strategies used by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task found that, although the students monitored their reading and reported use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in these…
Descriptors: Gifted Disabled, Individual Differences, Individualized Instruction, Intermediate Grades
