The impact of teaching active metacognitive thinking-oriented strategies and self monitoring on realing comprehension of students with the reading difficulties

Metacognitive strategies including SQP4R and self monitoring are used to improve reading comprehension in students with reading difficulties. The aim of the current study was to study the combined effects of SQP4R and self monitoring on the reading comprehension of students with reading problems. To fulfill the stated goal, thirty students with reading problems were selected on the basis of multistage sampling procedure and divided randomly into experimental and control groups. The intervention program consisting of self monitoring and SQP4R procedure was implemented during eight “sixty minute” sessions. Instruments that were used for data collection were Raven's Coloured Progressive Matrices Test, Reading and Dyslexia Test and Reading Comprehension Test. Analysis of data using Multivariate Analysis of Covariance (Mancova) revealed significant differences between experimental and control groups after removing the effect of pretests as covariates. Therefore, it was concluded that a combination of SQP4R and self monitoring can improve the reading comprehension of students with reading difficulties.