The Effectiveness of Metacognitive Teaching Strategies to Enhance Elementary School Pupils’ Reading Skills in the Northern Border Areas of Saudi Arabia

Alenizi, Mogbel Aid K; Alanazi,

doi:10.5539/ijel.v6n4p213

Cited by 6 publications

(5 citation statements)

References 12 publications

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“…The study was applied to a sample of 65 students in elementary levels, who were assigned to two groups; 35 each. After applying the metacognitive strategy on the experimental group, the study revealed significant results in the improvements of skills among students with learning disabilities and thus support the use of such strategies in education (Alenizi & Alanazi, 2016). Also in Saudi Arabia, another study examined the improvement of reading comprehension among deaf and hard of hearing (DHH) in higher education by using metacognitive strategies that use digital books.…”

Section: Previous Studiesmentioning

confidence: 82%

The Level of Metacognitive Thinking Among Students with Learning Disabilities

Khasawneh¹,

Alkhawaldeh²,

Al-Khasawneh³

2020

IJEL

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The present study aims at identifying the level of metacognitive thinking among a group of students with learning disabilities (LDs) in Asir region, Saudi Arabia. The present study has taken into account certain variables when investigating this issue such as age, grade, and type of learning difficulties. The sample of this study consisted of 350 students with learning disabilities from schools belong to the Department of Education in Asir Area, Saudi Arabia. To achieve the goal of the study, a scale prepared by the authors was used to measure the level of metacognitive thinking among the students. The results of the study showed that the students had a low level of metacognitive knowledge. The results have also showed no statistically significant differences in the level of metacognitive thinking attributed to age, gender, and the type of learning disability. Based on the results obtained in the present study, some suggestions and recommendations have been provided for further research on this field.

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Section: Previous Studiesmentioning

confidence: 82%

The Level of Metacognitive Thinking Among Students with Learning Disabilities

Khasawneh¹,

Alkhawaldeh²,

Al-Khasawneh³

2020

IJEL

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“…This indicates that male and female teachers are more ware of students' behavioral traits as a results of teaching scientific subjects. Table (3) shows that there are statistically significant differences between the averages of the demographic variable (i.e., years of experience) between male and female teachers regarding the accuracy of their nomination of male and female students based on the scores of students on four dimensions of behavioral traits scale and the overall score, and this was in favor of years of experience arranged (5:10) years. This result implied that teachers with less than five years of experience are not sufficiently prepared to provide adequate identification of gifted students.…”

Section: Participant Sample and Data Sourcementioning

confidence: 99%

“…There has been an increasing amount of research attention given to the importance of teacher nominations as a major criteria for identifying gifted students in Saudi Arabian schools (Alenizi & Shaaban, 2023;Alnafie et al 2000). On the other hand, most of such research examined teacher nominations of gifted students' behavioral characteristic for the purpose of gifted program eligibility, not for the purpose of In general, gifted education in Saudi Arabia follows the traditional system of gifted programming, which involves the definition of gifted students, screening and identification process to identify and nominate such students for special provisions.…”

Section: Introductionmentioning

confidence: 99%

Effect of Demographic Variables on the Accuracy of Teacher

2024

JEAHS

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The study aimed to analyze the demographic variables of teachers and how such variables influence the accurate nomination of gifted students based on the scale for rating the behavioral characteristics of such students. The study focused on five variables; gender of teachers, general specialization of teaching, years of teaching experience, training programs the teachers may have during their teaching experience, and the degree of teacher's qualification. Having employed the quantitative research design including the descriptive comparative-correlational method and the sample of classroom teachers invited from two primary schools, the overall findings showed the most influential variables which can be seen thorough the interference among the general specialization with the degree of qualification in one hand, and the years of teaching experience with the training programs on the other. Regardless of the type of rating scales, increasing teachers' knowledge and experience regarding the behavioral characteristics of gifted students plays a central role in increasing the accuracy of teacher nomination. Further implication and recommendation for future research were provided.

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“…Reading among EFL students is not an easy task. For overcoming the reading difficulties Alenizi and Alanazi (2016) tried to increase EFL students' confidence and to create opportunities to let them to develop their reading skills through metacognitive skills. Maasum and Maarof (2012) studied the effectiveness of explicating strategic reading and monitoring to overcome reading comprehension difficulties among EFL learners.…”

Section: Reading Comprehension Difficultiesmentioning

confidence: 99%

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

El-Esery

2023

5019

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Reading comprehension requires language learners to be active and independent. A literature circle is a reading strategy that asserts different roles for students and promotes independence and active learning. The literature circle strategy was invented mainly for face-to-face learning. The spread of online teaching and learning necessitated the development of new teaching methods and learning strategies. In response, the present study adapted and developed the regular face-to-face literature circles into a virtual form to be known as Virtual Literature Circle (VLC) and maintained online. A sample of EFL (English as a Foreign Language) learners at Qassim University followed the VLCs in reading II during the second semester of the academic year 2022. Strong gains in vocabulary acquisition and reading comprehension have been documented in the present study. Comparisons of the experimental and the control groups in the pre-test study revealed no significant differences before intervention. After a four-month intervention, the two groups conducted the post-test study. Large significant differences appeared in post-testing suggesting the effectiveness of the VLC strategy followed in developing vocabulary acquisition and reading comprehension among EFL learners. The VLCs prove to be effective and suitable for synchronous and asynchronous face-to-screen learning.

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The Effectiveness of Metacognitive Teaching Strategies to Enhance Elementary School Pupils’ Reading Skills in the Northern Border Areas of Saudi Arabia

Cited by 6 publications

References 12 publications

The Level of Metacognitive Thinking Among Students with Learning Disabilities

The Level of Metacognitive Thinking Among Students with Learning Disabilities

Effect of Demographic Variables on the Accuracy of Teacher

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

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