Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners With SLI

Rachel Schiff, Yohi Nuri Ben-Shushan, Elisheva Ben-Artzi

Research output: Contribution to journalArticlepeer-review


This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML that integrates metacognitive strategies (MCML), and (c) a control group. Letter naming, letter sounding, word spelling, and word recognition were assessed at pretest and posttest. Findings from spelling and reading tests as well as interviews indicated that both the ML and MCML groups made statistically significant gains in all measures, whereas the control group did not. However, children with SLI who received training in metacognitive strategies significantly outperformed those who received ML alone in spelling and reading skills. This study provides evidence that children with SLI benefit from applying of metacognitive strategies to spelling practices when acquiring early spelling and reading skills.

Original languageEnglish
Pages (from-to)143-157
Number of pages15
JournalJournal of Learning Disabilities
Issue number2
Early online date8 Jun 2015
StatePublished - 1 Mar 2017


  • intervention
  • metacognitive awareness
  • metacognitive strategies
  • metalinguistic awareness
  • specific language impairment
  • spelling

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • General Health Professions


Dive into the research topics of 'Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners With SLI'. Together they form a unique fingerprint.

Cite this