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ERIC Number: ED565631
Record Type: Non-Journal
Publication Date: 2015-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-2325-775X
The Effectiveness of a Self Regulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities
Eissa, Mourad Ali
Online Submission, International Journal of Psycho-Educational Sciences v4 n3 p49-59 Dec 2015
The purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. The participants in this study were 40 9th Graders with reading disabilities, selected from two schools located in Baltim Educational Edara. A pre-post design was used to examine the effectiveness of the phonological awareness intervention program on cognitive and metacognitive EFL reading comprehension of the target students. Findings from this study indicated the effectiveness of the a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities On the basis of the findings, the study advocated for the effectiveness of of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities.
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt