The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia
Keywords:
multiple intelligence, differentiated instruction, metacognitive reading comprehension, Arabic language, middle school students
Abstract
Identifying an effective instructional strategy, such as this of multiple intelligence based differentiated instruction to teach metacognitive reading comprehension is a goal for educators. The purpose of this study was to investigate the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. The sample consisted of 61 third year- middle school students , from Ibn Sina Middle school for boys , in Al-Kharj Governorate , Saudi Arabia. They were from two classrooms. They aged 14-15 years old ( M= 14.9 years , SD= 0.621) . For the purpose of this study and for analyzing the data from the pre- and post-test, the author used two way ANOVA analysis and t-test. Two way. ANOVA analysis and t-test results indicated the effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia.
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References
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Mindy, S(2016). Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction for Students in Primary and Elementary Grades. In Kouider(ed.) Improving Reading Comprehension through Metacognitive Reading Strategies Instruction. Rowman & Littlefield Publishers.
Mohammad ,A. & Jaber , K.(2014) On the Effectiveness of Differentiated Instruction in the Enhancement of Iranian Learners Reading Comprehension in Separate Gender Education. Procedia - Social and Behavioral Sciences 98 , 182 – 189
Mokhtari, K.,& Reichard, C.(2002).Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.
Mostafa, A.(2014). Effects of Metacognition Instruction on Self Efficacy of Primary School Children with Learning Disabilities. International Journal of Psycho-Educational Sciences, 3(1), 44-49.
Omema, K.(2014). The Effect of Differentiating Instruction Using Multiple Intelligences on Achievement in and Attitudes towards Science in Middle School Students with Learning Disabilities. International Journal of Psycho-Educational Sciences, 3(3):109 – 117
Omema, K.(2015). The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities. International Journal of Psycho-Educational Sciences, 4(2): 39 – 45
Reis, S., McCoach, B. ,Little, A., Muller, L. & Kaniskan,R.(2011). The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools. American Educational Research Journal ,48(2): 462–501
Stephan, S.(2016). Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction for Students in Upper Grades. In Kouider(ed.) Improving Reading Comprehension through Metacognitive Reading Strategies Instruction. Rowman & Littlefield Publishers.
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners . Alexandria, VA: Association for Supervision and Curriculum Development.
Veenmann, J.(2016). Assessing Metacognition in Reading. In Kouider(ed.) Improving Reading Comprehension through Metacognitive Reading Strategies Instruction. Rowman & Littlefield Publishers.
Waleed, F.(2015). The Effect of Concept Maps on Reading Comprehension Skills of Elementary School Students with Reading Disabilities. International Journal of Psycho-Educational Sciences, 4(2): 46 - 51
Al Farahati, M.(2012). The Effectiveness of a Metacognitive Strategy Training Program in Improving Reading Comprehension Skills of Learning Disabled Grade-Five Students. International Journal of Psycho-Educational Sciences, 1(1): 53 – 62
Al Said A.(2014). The Effect of Metacognitive Strategy Training on Student Mathematical Problem Solving Process and Contemplative Thinking Skills in Primary School Children with Learning Disabilities. International Journal of Psycho-Educational Sciences, 6(3): 1-9.
Baker, L.(2016). The Development of Metacognitive Knowledge and Control of Comprehension: Contributors and Consequences. In Kouider(ed.) Improving Reading Comprehension through Metacognitive Reading Strategies Instruction. Rowman & Littlefield Publishers
Eissa, M.(2015). The Effectiveness a Self Regulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities. International Journal of Psycho-Educational Sciences, 4(3): 49-59.
Eissa, M. & Mostafa, A.( 2013). The effects of differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. International Journal of Psycho-Educational Sciences, 2(2): 31-43.
Esam, G.( 2015). The Effects of Advance Graphic Organizers Strategy Intervention on Improving Reading Comprehension of Struggling Readers in Primary Five. International Journal of Psycho-Educational Sciences, 4(1): 24 – 30.
Hesham, H.(2015). Metacognition, Critical Thinking, Gender as predictors of Achievement of 10th Graders in Science, Technology, Engineering and Mathematic school (STEM). International Journal of Psycho-Educational Sciences, 4(3):42-48.
Hesham, H. & Abdullah, R.(2014). Effectiveness of Differentiated Instruction on Achievement in Mathematics of Middle School Students with learning disabilities International Journal of Psycho-Educational Sciences, 3(1): 29- 34.
Levy, M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards, Clearing House, 81(4):161-164.
Mavidou, A. & Kakana, D.(2019). Differentiated Instruction in Practice: Curriculum Adjustments in Kindergarten. Creative Education, 10, 535-554
Middendorf, C. (2008). Differentiating Instruction in Kindergarten. Scholastic Inc.
Mindy, S(2016). Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction for Students in Primary and Elementary Grades. In Kouider(ed.) Improving Reading Comprehension through Metacognitive Reading Strategies Instruction. Rowman & Littlefield Publishers.
Mohammad ,A. & Jaber , K.(2014) On the Effectiveness of Differentiated Instruction in the Enhancement of Iranian Learners Reading Comprehension in Separate Gender Education. Procedia - Social and Behavioral Sciences 98 , 182 – 189
Mokhtari, K.,& Reichard, C.(2002).Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.
Mostafa, A.(2014). Effects of Metacognition Instruction on Self Efficacy of Primary School Children with Learning Disabilities. International Journal of Psycho-Educational Sciences, 3(1), 44-49.
Omema, K.(2014). The Effect of Differentiating Instruction Using Multiple Intelligences on Achievement in and Attitudes towards Science in Middle School Students with Learning Disabilities. International Journal of Psycho-Educational Sciences, 3(3):109 – 117
Omema, K.(2015). The Effect of Reciprocal Teaching Intervention Strategy on Reading Comprehension Skills of 5th Grade Elementary School Students with Reading Disabilities. International Journal of Psycho-Educational Sciences, 4(2): 39 – 45
Reis, S., McCoach, B. ,Little, A., Muller, L. & Kaniskan,R.(2011). The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools. American Educational Research Journal ,48(2): 462–501
Stephan, S.(2016). Improving Reading Comprehension Through Metacognitive Reading Strategies Instruction for Students in Upper Grades. In Kouider(ed.) Improving Reading Comprehension through Metacognitive Reading Strategies Instruction. Rowman & Littlefield Publishers.
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners . Alexandria, VA: Association for Supervision and Curriculum Development.
Veenmann, J.(2016). Assessing Metacognition in Reading. In Kouider(ed.) Improving Reading Comprehension through Metacognitive Reading Strategies Instruction. Rowman & Littlefield Publishers.
Waleed, F.(2015). The Effect of Concept Maps on Reading Comprehension Skills of Elementary School Students with Reading Disabilities. International Journal of Psycho-Educational Sciences, 4(2): 46 - 51
Published
2020-02-21
How to Cite
Alsubaie, A. (2020). The Effectiveness of multiple intelligence based differentiated instruction on metacognitive reading comprehension in Arabic language among middle school students in Saudi Arabia. Amazonia Investiga, 9(26), 158-166. https://doi.org/10.34069/AI/2020.26.02.17
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