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

Abstract

Difficulties in the fields of learning are among the most modern special educational fields and the fastest developing because of the extra concern from the parents and those concerned with children who show learning disorders, which cannot be explained by mental, physical or working disorders. Learning metacognition has short term benefits in the field of learning and teaching as it gives the individual the ability to connect between their learning successes to themselves. It increases their confidence with their ability and creates opportunities for them to use the lessons for the skills development, performance and assistance in transferring skills to others during work. The present study attempts to figure out the effectiveness of Metacognitive Strategies to further enhance students’ reading skills. This empirical study shows significant results which further strengthen the proposed claims of such strategies which can be widely used to meet the learners’ needs in a formal educational set up.