Using the Strategic Instruction Model to Enhance the English Language Reading Metacognitive Awareness of Preparatory Stage Pupils with Reading Difficulties
M. El-Assi, A., M. Abd El-Haq, E., M. El-Henawy, W. (2018). Using the Strategic Instruction Model to Enhance the English Language Reading Metacognitive Awareness of Preparatory Stage Pupils with Reading Difficulties. EKB Journal Management System, 29(113 ینایر ج 2), 1-35. doi: 10.21608/jfeb.2018.61212
Amal M. El-Assi; Eman M. Abd El-Haq; Walaa M. El-Henawy. "Using the Strategic Instruction Model to Enhance the English Language Reading Metacognitive Awareness of Preparatory Stage Pupils with Reading Difficulties". EKB Journal Management System, 29, 113 ینایر ج 2, 2018, 1-35. doi: 10.21608/jfeb.2018.61212
M. El-Assi, A., M. Abd El-Haq, E., M. El-Henawy, W. (2018). 'Using the Strategic Instruction Model to Enhance the English Language Reading Metacognitive Awareness of Preparatory Stage Pupils with Reading Difficulties', EKB Journal Management System, 29(113 ینایر ج 2), pp. 1-35. doi: 10.21608/jfeb.2018.61212
M. El-Assi, A., M. Abd El-Haq, E., M. El-Henawy, W. Using the Strategic Instruction Model to Enhance the English Language Reading Metacognitive Awareness of Preparatory Stage Pupils with Reading Difficulties. EKB Journal Management System, 2018; 29(113 ینایر ج 2): 1-35. 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

مجلة کلية التربية. بنها
Article 11, Volume 29, 113 ینایر ج 2, January 2018, Page 1-35  XML PDF (1.27 MB)
Document Type: المقالة الأصلية
DOI: 10.21608/jfeb.2018.61212
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Authors
Amal M. El-Assi; Eman M. Abd El-Haq; Walaa M. El-Henawy
Abstract
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.
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