Effects of Strategy Training on Metamemory among Learning Disabled Students

Karen R. Harris, Steve Graham, Sally Freeman

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


Analyses were conducted to determine the effects of spelling strategy training and variations in study conditions on learning disabled children's metamemory performance. Subjects were trained in the use of a five-step spelling study strategy and then studied words in one of three conditions: (a) directed-study, (b) teacher-monitored, and (c) student-controlled. Subjects in a free study group studied words in any manner they chose. Results indicated that even without inclusion of specific metacognitive training components, strategy training can produce important metacognitive improvement and that metacognitive skills are an important component of performance.

Original languageEnglish (US)
Pages (from-to)332-338
Number of pages7
JournalExceptional children
Issue number4
StatePublished - Jan 1988
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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