Investigating reading, critical-thinking and metacognitive abilities of possible twice-exceptional primary/elementary school students: An on-line inquiry

Title
Investigating reading, critical-thinking and metacognitive abilities of possible twice-exceptional primary/elementary school students: An on-line inquiry
Publication Date
2020-01
Author(s)
Haines, Mary-Anne
Cornish, Linley
( author )
OrcID: https://orcid.org/0000-0001-7714-1213
Email: lcornis2@une.edu.au
UNE Id une-id:lcornis2
Bannister-Tyrrell, Michelle
( author )
OrcID: https://orcid.org/0000-0002-6313-5960
Email: mbannist@une.edu.au
UNE Id une-id:mbannist
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
University of New England, School of Education
Place of publication
Australia
UNE publication id
une:1959.11/30787
Abstract
Standardised achievement tests alone cannot define the learning profile of twice-exceptional students. 'Real-time' teacher observations/assessments made during students' task applications (referred to as an on-line strategy) could be a useful data source. To investigate one such source, a think-aloud procedure and an assessment framework (the Adaptive Think-Aloud Framework – ATAF) were trialled focusing on students' abilities in reading, critical thinking and metacognition. Using a case-study design, six purposively selected primary/elementary school students (N = 6), aged 9 to 12 years, read text samples aloud and articulated their interpretations/perceptions. Data analyses indicate that oral reading results supported students' self-report about their reading abilities and contributed to more comprehensive reading profiles. There were, however, some indications of high ability in critical thinking and metacognition that were not always consistent with students' school standardised-test results. Subject to further trialling, the think-aloud/ATAF combination shows promise as an instructional/assessment strategy for the investigation of twice-exceptionality, and for wider classroom usage.
Link
Citation
TalentEd, 32(1), p. 52-80
ISSN
0815-8150
Start page
52
End page
80
Rights
Attribution-NoDerivatives 4.0 International

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