Application of Structural Equation Modeling in Assessing the Relationship Between Stuttering Students' Cognitive and Met
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Volume one, Issue two
July 2011
Application of Structural Equation Modeling in Assessing the Relationship Between Stuttering Students' Cognitive and Metacognitive Strategies and Their Reading Comprehension Performance HAMED GHAEMI Department of English, Gonabad Branch, Islamic Azad University (IAU), Gonabad, Iran HAMIDE GHAEMI Department of Speech and Language Pathology, Mashhad University of Medical Science, Mashhad, Iran Bio Data: Hamed Ghaemi is a PhD candidate in TEFL at University of Tehran, International Campus, Iran. He is a TEFL instructor at Islamic Azad University. His areas of research interests are Language Testing, E-assessment, ESP and Teacher Development. He has published several articles in international refereed journals and is currently the Head of IELTS department at the Jahan Elm Higher Education Institute, Mashhad, Iran. Email: [email protected] Hamide Ghaemi recently graduated from Master Program in Speech and Language Pathology from Tehran University of Medical Science. She is currently an instructor at Mashhad University of Medical Science, Iran and has published several articles in national and international refereed journals. Email: [email protected] 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 7 | P a g e
Language Testing in Asia
Volume one, Issue two
July 2011
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 Introduction Stuttering is an age old difficulty. As long as people have been talking, some have been bothering with this disorder. There are more than fifteen million people who stutter in the world nowadays, and the majority is children. Children who stutter show puzzling problems to their parents and teachers. Parents wonder what can be the reason of the breaks in fluency. They wonder too, why the difficulty differs so much. On some days, and sometimes for weeks, little or no trouble is notic
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