Peter is a fifth-grade student classified with SLD. When reading a passage, Peter will think to himself, Do I understand what I just read? If Peter does not understand what he read"""

Rationale

C) A metacognitive strategy

Peter is employing a metacognitive strategy by reflecting on his understanding of the reading material, which allows him to assess his comprehension and decide whether to reread the passage. This self-awareness and self-regulation in learning are key components of metacognition.

A (he knows that he has to reread the passage. Which of the following best describes the strategy Peter is using?") YOUR ANSWER

While this statement reflects Peter's decision to reread, it does not fully encapsulate the thought process behind it. Rereading is an action, but the underlying strategy involves evaluating his comprehension, which is the essence of metacognition.

B (Inquiry-based instruction) CORRECT

Inquiry-based instruction is a teaching method that encourages students to ask questions and explore topics deeply. Although it promotes critical thinking, it does not specifically capture Peter's self-reflective process regarding his understanding while reading.

C (A metacognitive strategy) YOUR ANSWER

This option accurately describes Peter's thought process as he evaluates his comprehension of the passage. Metacognition involves thinking about one's own thinking, making it the best fit for the strategy Peter is using.

D (Remedial instruction) YOUR ANSWER

Remedial instruction refers to teaching methods aimed at addressing specific learning deficiencies. While Peter may benefit from such instruction due to his SLD, his self-assessment while reading does not categorize him under this strategy.

E (A compensatory approach) YOUR ANSWER

A compensatory approach typically involves strategies to offset learning challenges, such as using tools or techniques to aid understanding. However, Peter's internal questioning reflects a deeper level of awareness rather than a compensatory method.

Conclusion

Peter's self-questioning about his comprehension represents a metacognitive strategy, as he actively assesses his understanding of the text. This reflective thinking is essential for effective learning and comprehension, particularly for students like Peter who are classified with specific learning disabilities. By recognizing when he does not understand, he demonstrates a critical self-regulatory skill that enhances his reading skills.

Peter is a fifth-grade student classified with SLD. When reading a passage, Peter will think to himself, Do I understand what I just read? If Peter does not understand what he read"""

C) A metacognitive strategy

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