شبكة المعلومات العربية التربوية

The present study aimed to investigate the effectiveness of self-questioning and POSSE strategies in the development of reading comprehension and meta-reading comprehension. To achieve this, a test of reading comprehension, and Meta reading comprehension scale were developed and verified in terms of validity and reliability. The study sample consisted of (90) tenth grade female students from Roqaya Bint Alrasool primary school in Jordan. Who were distributed into three groups, two experimental groups (30) students each, studied according to the strategies of self-questioning and POSSE, and controlling group (30) students, and studied according to the traditional method. The Results of the study showed that the experimental groups outperformed the control group in reading comprehension and meta-reading comprehension, were in favor of the experimental groups that used self-questioning and POSS strategies. Findings also showed significant statistical differences in reading comprehension test, and meta-reading comprehension between experimental groups, in favor of the group that was taught using POSSE strategy. (Published Abstract)