Executive Function in Education
Executive Function in Education

Summary/Abstract: The metacognitive perspective suggests that children with learning disabilities are uninvolved with the educational task and do not plan their educational tasks in any straightforward manner. Researchers began to focus on techniques that gave the student more responsibility for metacognitive planning of the solution for educational problems, such as learning-strategies acronyms to facilitate the use of inner language for highly specific academic task in secondary school. The non-specific strategies, such as text previewing, comprehension monitoring, scaffolding, and self-correction are based on inner language for task planning. Reciprocal teaching is an instructional method that focuses the child’s metacognitive planning on specific types of tasks in order to improve reading comprehension. This strategy encourages the child to interact with the reading material in a well-planned manner. Finally, self-monitoring of behavior is an example of the use of inner language to monitor appropriate behavior and academic performance in the classroom. The dependence on inner language is made clear by the questions that students are trained to ask themselves silently.

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