The neuropsychological profile and the enhancement of the reading comprehension of students with dyslexia through cognitive and metacognitive strategies: Effective school interventions at the age of 11 up to 12 years old
Published:
Sep 29, 2019
Keywords:
dyslexia reading comprehension neuropsychological profile cognitive and metacognitive reading strategies effective school interventions
Abstract
Τhe present paper aims at an updated description of the cognitive and metacognitive linguistic profile of students with dyslexia aged 11-12 years old, as well as of the effective interventional school programs for the amelioration of their reading comprehension through the acquisition of corresponding cognitive and metacognitive strategies. Following a systematic bibliographic search, a total of 21 studies in English language published in the period 2010-2017 are reviewed, 9 in the first part of the paper (children’s neuropsychological profile) and 12 in the second (effective school interventions). According to the findings of the studies, the linguistic profile of students with dyslexia of this age group is characterized, inter alia, by deficits in memory, in executive functions, in reading fluency and in a range of cognitive and metacognitive strategies for text processing and comprehension, leading to children’s limited reading comprehension and low overall school performance. In response to the abovementioned difficulties of students, differentiated, individualized, and peer-mediated interventions have been conducted, along with technology-assisted programs. In the approaches, explicit or direct instruction and/ or modelling was implemented, by majority in children’s plenary classes. In all the interventions, a fluctuating improvement of trainees’ reading comprehension was noted. At the same time, an increase in the reading fluency of students and the promotion of a set of their socio-emotional skills were found, in relation to specific intrapersonal characteristics. Afterwards, the reviewed studies are critically approached, taking into consideration their limitations as well as the multifactorial and multi-level nature of the investigated skills of their participants. Lastly, a set of suggestions for future research is formulated, aiming at individuals’ customized, comprehensive, long-term and inclusive support.
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Μουτσινάς Γ., Ντζιαβίδα Α., & Μαχιά Α. (2019). The neuropsychological profile and the enhancement of the reading comprehension of students with dyslexia through cognitive and metacognitive strategies: Effective school interventions at the age of 11 up to 12 years old. Journal of Research in Education and Training, 12(2), 26–116. https://doi.org/10.12681/jret.19000
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