Effect of Teaching of Problem-Oriented Metacognitive Strategies and Self-monitoring on the Enhancement of Metacognitive Knowledge and Self-esteem in Children with Reading Difficulties

The aim of the current study was to investigate the effect of two metacognitive strategies, SQP4R, and self- monitoring on metacognitive knowledge and self-esteem of children with reading problems. Therefore, thirty students were selected among fifth grade students by multi-stage cluster sampling. Pretest-posttest control group design was used. Following instruments were used in this study. Colored Raven's Progressive Matrices of Intelligence, Reading and Dyslexia Test, Cooper-Smith self-esteem inventory, and Metacognitive Awareness of Reading Strategies Inventory. The results of analysis of covariance (ANCOVA) revealed the effectiveness of SQP4R strategy and self- monitoring in the enhancement of metacognitive knowledge in experimental group. However, the intervention was not effective on enhancement of self-esteem in participants. on the basis of finding it is viable to conclude that metacognitive strategy of SQP4R and self- monitoring were effective in increasing metacognitive knowledge base, but was not significantly effective in increasing self-esteem in children with reading problems.