الفهرس 
مستخلص الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 332 |  |  |
| | | from | 332 | | |
المستخلص
The study aimed at the recognition of the effectiveness range of a metacognitive training programme for developing some reading comprehension skills and achievement motivation of second grade preparatory students with learning Disabilities.
The sample of the study consisted of (276) students of second grade preparatory students from El Maadi El Gededa preparatory School for boys in Cairo, the number of students with learning Disabilities in reading comprehension reached (32) students, and their age mean by months (153.6) months with a standard deviation estimated at (4.7), and their raw marks mean in Raven’s Intelligence Test (43.3) with a standard deviation estimated at (2.34).
Recognition Test in Reading; Reading Comprehension Test; Raven’s Successive Matrixes Test for Intelligence; The Motive for Achievement Test; The Metacognitive Test in Reading Comprehension; The suggested training Metacognitive Programme were applied; and for the remedy of the results and ascertainment of the hypothesis; the General Equation of correlation coefficient, and “T” Test for differences significance between mean were used.
The study concluded that there is a correlation relation statistically significant at level (0.01) between reading comprehension and metacognition; and there is a correlation relation statistically significant at level (0.01) between the motive for achievement and metacognition, also the study concluded that there are differences statistically significant at levels (0.01, 0.05) between the performance mean of the students of the two groups: the experimental and the control in the Metacognitive Posttest, ( the first , the second ) and these differences for the good of the experimental group students, also it found differences statistically significant at level (0.01) between the performance mean of the students of the two groups: the experimental and the control in reading comprehension Posttest, ( the first , the second ) and these differences for the good of the experimental group students except the level of Direct Comprehension; the differences in it weren’t statistically significant, also statistically significant differences were found at levels (0.01, 0.05) between the performance mean of the two groups students : the experimental and the control in the motive for achievement posttest, ( the first , the second ) and these differences for the good of the experimental group students.