Help me learn how to process my thoughts: using a metacognitive approach to teach grammar

This study investigated the use of a systematic-guided model for improving students' use of metacognition to learn and identify nouns. All participants in the study were middle school and high school aged students in a San Diego County school district. The participants in the study included students with processing learning disabilities, Ao:;pergers Syndrome, Attention Deficit Disorder, and Attention Deficit Hyperactivity Disorder. Nine of the eleven students were below grade level in grammar. A pretest, posttest, and oral maintenance checks were given. The results signified that the systematic guided model improved students' awareness of their thought processes and ability in recognizing grammar vocabulary.