What is Your Prediction? Teaching the Metacognitive Skill of Prediction to a Class of Sixth- and Seventh-Grade Students Who Are Deaf

Abstract

The development of the metacognitive skill of prediction in deaf students in a middle school social studies classroom was explored in an action research study (Riel, 2006). After observation of this group of learners and assessment of current skills, a unit was developed that integrated the teaching of prediction into their study of the American Revolution. It was found that these students were already using some metacognitive skills in their social studies class, but through direct instruction they were able to make more and better predictions related to the content being studied. The study demonstrates how the social studies curriculum provided an opportunity for students to learn and implement metacognitive skills that helped them to understand the cause-and-effect relationships in history and eventually to become more active readers during a reading task.

A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils

“…Cannon, O'Brien, Bungert and Sinha [46], in their review of 47 prediction papers, found no evidence that predictive difficulties can be improved through training. They cite papers that suggest explicit instruction may be effective, as identified by Brigham and Hartman (2010) in their study of teaching prediction to deaf students to improve their reading skills. Their explicit instruction comprised a time-line, constructivist approach to teaching and repetition with different material [47].…”

“…They cite papers that suggest explicit instruction may be effective, as identified by Brigham and Hartman (2010) in their study of teaching prediction to deaf students to improve their reading skills. Their explicit instruction comprised a time-line, constructivist approach to teaching and repetition with different material [47]. Similarly, Afflerbach (1990) suggests the use of cues, prior knowledge, and modelling of 'comprehension monitoring prediction strategies' (p. 146) for students developing reading comprehension [48].…”