The role of cognitive, metacognitive and environmental strategies in improving reading comprehension and strategies use.
Abstract
The main purpose of this study is to investigate the role of cognitive, metacognitive and environmental strategies in improving reading comprehension and strategies use. In order to achieve the objective, quasi experimental research design was implemented, and the participants were sixth grade students who attended liwul Alemayheu Theodores full Cycle Primary School in Gondar City Administration in 2016. Among the sixth grade students in the school, two of the five classes taught by the same teacher were selected by random sampling. The data were collected through a reading comprehension test and a written questionnaire in the pretest and posttest classes. After the data were organized according to their type, they were calculated and analyzed by mean score and analysis of variance (ANOVA) and multivariate analysis method (MANOVA). The results show that the use of strategies in the post reading comprehension test and post strategies use; The experimental group students showed a statistically significant difference (P = <0.05) from the control group students. This result also indicated that cognitive, metacognitive and social strategies have a significant role in improving students' reading comprehension skills and the strategies use of skills.
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