Open Access

Application of Structural Equation Modeling in Assessing the Relationship Between Stuttering Students' Cognitive and Metacognitive Strategies and Their Reading Comprehension Performance

Language Testing in Asia20111:7

DOI: 10.1186/2229-0443-1-2-7

Published: 15 July 2011

Abstract

Language testing is not limited to assessing the performance of ordinary learners. It is also needed in other field such as assessing the ability of children with disabilities, those who have language disorders. Although a great deal of research has been carried out in the realm of stuttering, researchers still do not know why some children stutter, or why most children become fluent speakers while others become adult stutterers. Studies show that Stuttering students have many difficulties in Reading Comprehension (Roberts & Erdos, 1993). It is stated in the Reading Comprehension literature that cognitive and metacognitive strategies have a crucial role in reading comprehension performance. The present study aims at investigating the relationship between cognitive and metacognitive strategies of stuttering students through using Structural Equation Modeling (SEM). The findings of the study show that there is a meaningful relationship between Cognitive and Metacognitive strategies of stuttering students. However, there is no statistically significant relationship between the Cognitive strategies and Reading Comprehension of Stuttering Students.

Keywords

Cognitive strategies Metacognitive strategies Structural Equation Modeling (SEM) Stuttering Students

Declarations

Authors’ Affiliations

(1)
Department of English, Gonabad Branch, Islamic Azad University (IAU)
(2)
Department of Speech and Language Pathology, Mashhad University of Medical Science

Copyright

© Language Testing in Asia 2011