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Title: Investigating reading, critical-thinking and metacognitive abilities of possible twice-exceptional primary/elementary school students: An on-line inquiry
Contributor(s): Haines, Mary-Anne  (author); Cornish, Linley  (author)orcid ; Bannister-Tyrrell, Michelle  (author)orcid 
Publication Date: 2020-01
Open Access: Yes
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Open Access Link: Access Link
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130312 Special Education and Disability
130105 Primary Education (excl. Maori)
Field of Research (FoR) 2020: 390307 Teacher education and professional development of educators
390305 Professional education and training
390411 Special education and disability
390407 Inclusive education
390304 Primary education
Socio-Economic Objective (SEO) 2008: 939903 Equity and Access to Education
939902 Education and Training Theory and Methodology
Socio-Economic Objective (SEO) 2020: 160201 Equity and access to education
160302 Pedagogy
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.
Publication Type: Journal Article
Source of Publication: TalentEd, 32(1), p. 52-80
Publisher: University of New England, School of Education
Place of Publication: Australia
ISSN: 0815-8150
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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