فاعلية استراتيجية المراقبة الذاتية في تحسين الفهم القرائي لدى الطالبات ذوات صعوبات التعلم في المرحلة المتوسطة
This study aimed to identify the effectiveness of the self-monitoring strategy in improving reading comprehension among middle school female students with learning disabilities. To achieve the study's objectives, a quasi-experimental method was used, and the sample consisted of 60 students. They were divided into two groups: the experimental group, which consisted of 30 students, and the control group, which also consisted of 30 students, from public middle schools for girls in Riyadh, which include learning disabilities programs. The study tools included a training program and a reading comprehension scale developed by the researchers. The study found statistically significant differences between the mean scores of the experimental and control groups in the post-test for reading comprehension, in favor of the experimental group. This difference is attributed to the effect of the self-monitoring strategy. Additionally, there were statistically significant differences between the pre-test and post-test scores within the experimental group, favoring the post-test results. The study concluded that the self-monitoring strategy is effective in improving reading comprehension among middle school female students with learning disabilities. (Published abstract)