Abstract
<p>Difficulties in the fields of learning are among the most modern special educational fields and the fastest developing because of the extra concern from the parents and those concerned with children who show learning disorders, which cannot be explained by mental, physical or working disorders. Learning metacognition has short term benefits in the field of learning and teaching as it gives the individual the ability to connect between their learning successes to themselves. It increases their confidence with their ability and creates opportunities for them to use the lessons for the skills development, performance and assistance in transferring skills to others during work. The present study attempts to figure out the effectiveness of Metacognitive Strategies to further enhance students’ reading skills. This empirical study shows significant results which further strengthen the proposed claims of such strategies which can be widely used to meet the learners’ needs in a formal educational set up.</p>
Highlights
Reading is classed as one of the main language skills as it plays an important role for everyone
Learning metacognition has short term benefits in the field of learning and teaching as it gives the individual the ability to connect between their learning successes to themselves
Because of the importance of this concept, this present study has aimed to identify the effectiveness of using an established program based on a metacognitive strategy in developing reading skills that elementary school pupil with learning disorders
Summary
Reading is classed as one of the main language skills as it plays an important role for everyone. Reading plays an important role in the life of the individual It helps to connect between the individual and the community in terms of gaining direction, developing necessary skills within it and create a spirit of discussion in the community and respect for the values of others. Touq et al (2003) sees that metacognition points towards the skills that a learner monitors and uses, which uses various strategies in order to learn and remember. Many researchers confirm the importance of practising metacognitive and strategies in order to organise an effective learning environment, which allows students to learn and think beyond the knowledge. Metacognition has been described as being made up of various types. Flavell (1981) has confirmed the following contents of metacognition: identifying individual matters, the task and the strategy
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