تاثير آموزش دو راهبرد فراشناختي SQP4R و خود - نظارتي، بر درك مطلب خواندن دانش آموزان پسر پايه دوم راهنمايي

Effect of Met cognitive Strategies of SQP4R and Self-monitoring on improving reading comprehension of second grade boys in middle school.

This study investigated the effectiveness of training metacognitive strategies (SQP4R method and self-monitoring procedure) for improving reading comprehension among 66 second grade boys of middle-school. To capture the stated goal, 66 second grade boys of middle-school from 2 classes were tested with reading comprehension pretest, and 33 students of experimental group were trained with met cognitive strategies (SQP4R method and self-monitoring procedure) in 5 sessions of 60 minutes, then the performances of two groups were compared in the reading comprehension posttest. The results of ANCOVA indicated that the instructional procedures led to increased reading comprehension of students in the experimental group.