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

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GHOBARI BONAB B.; PIRZADI H.; BAKHSHI J.

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Journal Paper

Paper Information

Journal: JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY) Year:2016 | Volume:11 | Issue:42 Page(s): 113-131

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Title

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

Author(s)

GHOBARI BONAB B. | PIRZADI H. | BAKHSHI J. | Issue Writer Certificate

Keywords

METACOGNITIVE STRATEGIESQ2

SELFQ1

MONITORINGQ2

METACOGNITIVE KNOWLEDGEQ1

SELF-ESTEEMQ1

RADING DIFFICULTIESQ1

Abstract

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.Discussion: 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.

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References

NORMALIZING THE RAVEN COLOURE PROGRESSIVE MATRICES TEST ON STUDENTS OF CITY AHVAZ

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APA: Copy

GHOBARI BONAB, B., PIRZADI, H., & BAKHSHI, J.. (2016). 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. JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY), 11(42), 113-131. SID. https://sid.ir/paper/120279/en

Vancouver: Copy

GHOBARI BONAB B., PIRZADI H., BAKHSHI J.. 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. JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY)[Internet]. 2016;11(42):113-131. Available from: https://sid.ir/paper/120279/en

IEEE: Copy

B. GHOBARI BONAB, H. PIRZADI, and J. BAKHSHI, “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,” JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY), vol. 11, no. 42, pp. 113–131, 2016, [Online]. Available: https://sid.ir/paper/120279/en

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