الفهرس 
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Abstract
The present study aimed at developing the necessary metacognitive
reading skills for Egyptian EFL first year secondary school students, through the use of a proposed program based on social constructivist learning model (scaffolding). The study adopted the quasi-experimental pre-post test control /experimental group design. The study sample consisted of 80 students from El-Galwia public secondary school in Sohag Governorate and was equally
divided into two groups: an experimental group and a control one. Students of
the experimental group received training through, the proposed program
based on scaffolding model while students in the control group received
regular instruction. Tools of the study include: metacognitive reading skills
checklist, a pre-/post-metacognitive reading skills test, a metacognitive
reading skills awareness inventory and think-aloud method. The study results
revealed evidence that there were statistically significant differences at 0.01 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall metacognitive
reading skills as well as in each metacognitive reading skill. There were also statistically significant differences at 0.01 level between the mean scores of the experimental group in the pre-administration and post-administration of the metacognitive reading skills awareness inventory in favor of the postadministration