A study that supports the assumption that deafness does not automatically lead to cognitive impairment and that the deaf have the capacity to learn and use reading strategies as a result of their metacognitive awareness.
Research Highlights: This research was tested using Flavell’s cognitive monitoring on 47 Deaf Filipino college learners who have moderate use of the reading strategies tested in this study.
This research provided evidence that metacognitive awareness in reading strategies have significant influence on reading motivation and reading performance of Def Filipino college students depending on the strategies employed.
Global reading strategies showed to be a significant predictor of reading self-efficacy, reading comprehension and academic reading performance; while problem solving strategies is a significant predictor of reading task value.
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