Multisensory structured metacognitive instruction

Why are some students not able to learn a foreign language in regular classroom settings? How can instructors adapt or modify instruction to meet these students' needs? What alternative measures might be used to assess their particular linguistic weaknesses and to measure their learning progress? The book addresses these issues and introduces a multisensory structured metacognitive instructional method (MSML) to remediate language processing problems of at-risk learners in phonology/orthography, grammar, and vocabulary/morphology. The presented case study shows as a result that the student's metalinguistic processing skills improved in time with MSML instruction. Two newly designed tests to measure progress in auditory and metalinguistic processing skills are introduced.