Using the strategic instruction model to enhance the English language reading metacognitive awareness of preparatory stage pupils with reading difficulties
| [Abstract] | |
| Type | Article |
| Author | el-Assi, Amal M. Port Said Secondary School for Girls. |
| Second author |
Abd El-Haq, Eman Mohammed. Curriculum and Instruction,Faculty of Education, Banha University.
El-Henawy Walaa M. Curriculum and Instruction, Faculty of Education, Port Said University. |
| Pages | pp. 1-34 |
| Host Item Entry |
Journal of Faculty of Education. Vol. 29, no. 113, p. 2, January 2018
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| Electronic Location |
Full text (PDF)
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| Descriptors | Learning strategies - Modern language instruction - English - Reading instruction - Cognitive processes - Middle school students - Reading difficulties - Learning disabilities |
| Language of document | English |
| Country | Egypt |
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. (Published abstract)
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| el-Assi, Amal M.. (2018). Using the strategic instruction model to enhance the English language reading metacognitive awareness of preparatory stage pupils with reading difficulties . Journal of Faculty of Education. Vol. 29, no. 113, p. 2, January 2018. pp. 1-34 Retrieved from search.shamaa.org |