The Effect of Mediated Cognitive Strategies and Parental Involvement on Developing English Literacy and Self-efficacy of Saudi international school Students
M. Abdelhalim, S. (2015). The Effect of Mediated Cognitive Strategies and Parental Involvement on Developing English Literacy and Self-efficacy of Saudi international school Students. EKB Journal Management System, 210(210), 1-54. doi: 10.21608/mjat.2015.103583
Safaa, M. Abdelhalim. "The Effect of Mediated Cognitive Strategies and Parental Involvement on Developing English Literacy and Self-efficacy of Saudi international school Students". EKB Journal Management System, 210, 210, 2015, 1-54. doi: 10.21608/mjat.2015.103583
M. Abdelhalim, S. (2015). 'The Effect of Mediated Cognitive Strategies and Parental Involvement on Developing English Literacy and Self-efficacy of Saudi international school Students', EKB Journal Management System, 210(210), pp. 1-54. doi: 10.21608/mjat.2015.103583
M. Abdelhalim, S. The Effect of Mediated Cognitive Strategies and Parental Involvement on Developing English Literacy and Self-efficacy of Saudi international school Students. EKB Journal Management System, 2015; 210(210): 1-54. doi: 10.21608/mjat.2015.103583

The Effect of Mediated Cognitive Strategies and Parental Involvement on Developing English Literacy and Self-efficacy of Saudi international school Students

مجلة دراسات في المناهج وطرق التدريس
Article 5, Volume 210, Issue 210, November 2015, Page 1-54  XML PDF (901.73 K)
Document Type: المقالة الأصلية
DOI: 10.21608/mjat.2015.103583
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Author
Safaa, M. Abdelhalim*
Faculty of Education, Helwan University & Faculty of Language
Abstract
bstract
This study traced the development of English Literacy skills and self-efficacy of
third grade struggling readers and writers which result from Mediated Cognitive
Strategies (MCS) instruction through Gradual Release of Responsibility (GRR)
Model and parental involvement in a team approach based program. Twenty five
third grade struggling readers and writers with diverse cultural and linguistic
backgrounds, selected from two different Saudian international schools,
participated in this experiment for 14 weeks. Students received the cognitive
strategy instruction for the full length of the intervention while using culturally
relevant texts at the third grade level. Students were assessed for their literacy
skills at pre and post intervention using literacy achievement pre-posttests.
Further, the students were assessed for their self-efficacy in reading and writing
using self-efficacy scale and focus group interviews as pre and post intervention.
The results of the study showed that there is a significant effect of the proposed
program on accelerating the development of the literacy skills and self-efficacy
of the third grade struggling readers and writers. Though, there was not a
correlation between developing literacy skills and self-efficacy belief for the
treatment group students.

Keywords
Keywords: Cognitive Strategies Instruction; Gradual Release of Responsibility (GRR) model; Balanced Literacy; self-efficacy; parental involvement
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