This study aims to evaluate the level of knowledge among teachers working with students with learning disabilities concerning the use of metacognitive strategies. The research sample consisted of 16 teachers responsible for instructing reading skills to students with learning difficulties in the fifth–eighth grades in Hatay province. The study employed a qualitative methodology, using a semi-structured interview form as the data collection tool. Prior to data collection, a comprehensive literature review was conducted to establish a conceptual framework. Subsequently, a semi-structured interview form consisting of five items was developed to construct appropriate interview questions. The interview instructions underwent a pilot test, leading to modifications in the content and format of the questions. Following these revisions, the data collection process started. Adhering to the criteria set forth by Kvale (1996) to enhance the quality of the interview process, the interviews were conducted in person. Various strategies were employed, such as ensuring that the participants’ answers aligned with the study’s objectives, recording audio and taking detailed notes, encouraging extensive responses, eliciting rich information, and avoiding interference with the participants’ ideas. With the participants’ consent, the interviews were audio recorded to prevent data loss. The obtained data were analyzed using an inductive approach. The findings reveal that while the teachers possessed a basic understanding of the strategies, they lacked in-depth knowledge of the subject matter. Additionally, errors in strategy implementation were observed. Moreover, the teaching of strategies was found to be effective in enhancing reading comprehension and was an effective method. However, teachers reported insufficient allocated time for using strategies and expressed that their knowledge level in this area was insufficient.
Cite this artcle as: Laçin, E. (2023). Teachers’ views on metacognitve reading strategies for children with learning disabilites. HAYEF: Journal of Educaton, 20(3), 203-211