Developing the Teaching of Story Using Self-Regulated Learning Strategies to Develop Preparatory Stage Pupils’ Interpretive Reading Skills and Cognitive Flexibility Dimensions

The aim of the current research is to investigate the effectiveness of using self-regulated learning strategies to develop third grade preparatory stage pupils’ some interpretive reading skills and cognitive flexibility dimensions in one of the schools at the town of Minia. The sample of the research consisted of 60 pupils who were equally divided into two experimental and control groups. The research was carried out through teaching some the chapters of the story ‘Current Ambitions’ assigned in the first term of the school year 2021/2022. To achieve this aim, the researcher prepared a checklist of the interpretive reading skills suitable to third grade preparatory stage pupils as well as a test to measure these skills. This is in addition to a checklist of cognitive flexibility dimensions and behavioral indicators as well as a scale for measuring these indicators. The researcher also prepared a teacher’s guide for teaching story based on self-regulated learning strategies as well as work sheets for learners to study the story chapters. The aim of these strategies was to develop third grade preparatory stage pupils’ some interpretive reading skills and cognitive flexibility dimensions. The researcher followed the quasi-experimental methodology based on the experimental design with two experimental and control groups. The findings revealed a statistically significant difference between means of scores of the experimental and control groups in favor of the experimental group in the interpretive reading test and the cognitive flexibility scale.