English abstract
This study investigated the effect of the K-W-L Plus ( what I know, what I want to know, what I learned) metacognitive reading strategy on the reading comprehension and attitudes of Omani 9th grade Basic Education female students. To achieve the purpose of the study, two research questions were addressed:
1- What is the effect of the K-W-L plus metacognitive strategy on the reading
performance of grade nine students?
2- What are the students' attitudes towards the use of the K-W-L plus reading
strategy?
The sample consisted of two classes (N=60). These classes were randomly selected from one school in Al Dakhilya Region. One class functioned as an experimental group and the other as a control group. The teacher used the K-W-L Plus charts in teaching reading texts to the experimental group.
Two instruments were used in this study: a reading comprehension test to measure students' levels in reading and an attitude questionnaire to elicit students' attitudes towards the use of the K-W-L Plus reading strategy. Validity and reliability of the instruments were established. The data obtained from the two instruments were analyzed using descriptive statistics and T-tests.
The results of the study showed that:
1- Students who were taught reading texts with the K-W-L Plus reading strategy out-performed the control group on the reading comprehension test.
2- Students in the experimental group had a positive attitude towards the use of the K-W-L Plus reading strategy.
In the light of these findings, recommendations and suggestions for further research were put forward.
