Using the Strategic Instruction Model to Enhance the English Language Reading Metacognitive Awareness of Preparatory Stage Pupils with Reading Difficulties

M. El-Assi, Amal; M. Abd El-Haq, Eman; M. El-Henawy, Walaa

doi:10.21608/jfeb.2018.61212

Using the Strategic Instruction Model to Enhance the English Language Reading Metacognitive Awareness of Preparatory Stage Pupils with Reading Difficulties

نوع المستند : المقالة الأصلية

المؤلفون

10.21608/jfeb.2018.61212

المستخلص

The purpose of this study was to investigate the effectiveness of using the reading strategies of the Strategic Instruction Model (SIM) to enhance the reading metacognitive awareness of the second-year preparatory stage pupils with reading difficulties. Twenty-four female pupils at Al-qanaa Preparatory School for Girls participated in this study using the one-treatment design. An intelligence test, a diagnostic reading comprehension test, a questionnaire of the behavioral characteristics of the pupils, and a metacognitive awareness scale were conducted for collecting data. Descriptive statistics were used for data analysis. Findings demonstrated that the reading strategies of the Strategic Instructional Model were effective in enhancing reading metacognitive awareness of the second-year preparatory stage pupils with reading difficulties.