Implementing Meta-cognitive Learning Strategies to Improve Intertextual Arabic Comprehension Competences: An Intervention Study Among Arabic-speaking Tenth Graders

Intertextual understanding is a complex cognitive process that involves linguistic and skills together with the application of appropriate learning strategies, in order to understand implicit meaning text. To foster intertextual among learner as habit thinking, present study made use meta-cognitive due their pedagogical benefits demonstrated previous studies. Based on experimental research, aim was examine what extent strategies (as opposed traditional methods) will lead improved tenth graders, how it affects texts. An intervention group (n=27) control from same school were instructed during twelve weeks: taught using while classic ones. The findings indicated significant improvement general score reading comprehension group, involved three four skills. recommends usage instruction lessons.