Abstract:
This study aimed at investigating the effect of Metacognitive Strategy on improving skills reading of Tenth grade students, as compared to the normal strategies. The sample of the study consisted of 144 10th grade students, from Amman’s second educational zone (2013/2014) distributed into 4 groups, two of which comprised of 72 students representing the experimental group while the other two groups comprised of 72 students representing the control group. To achieve the aim of the study, the researchers designed used a number of data collection methods: a list of reading comprehension and behavior measures, an instructional program, and a test to measure reading comprehension. Results of the study indicated significant differences at the level of (α=0.05) due to the teaching strategy used, in favor of those taught using Metacognitive Strategy. Significant differences at (α=0.05) were also found due to gender, in favor of females. Results also indicated no significant differences at (α=0.05) due to the effect of correlation between the Strategy and gender. The study recommends that Metacognitive Strategy be employed in the teaching of reading.
