The Effect of teaching Meta Cognitive strategies with Pre-ending (SQP4R) and Self-Assessment in Reading Comprehension amongchildren mental retarded

In the current research, the effect of teaching meta cognitive strategies (SQP4R) and self-assessment among fifth grade students mental retarded was studied. For this purpose, 30 performing the comprehension Pre-test on both groups (Test and Control), the test group was taught (SQP4R) method and self-assessment in sixteen 45 minute sessions. After teaching the students for 16 sessions, the students in both groups were given a past-test for comprehension. The analysis of Co-variance indicated that utilization of meta cognitive strategy (SQP4R) including the selfassessment of the student's reading comprehension was effective. The results based on the theory of the research indicated that the students performed better using meta cognitive strategy (SQP4R) and self assessment. Teaching these strategies, increased the student's reading comprehension and maintaining data.