Abstract:
Abstract
The present research work attempts to investigate the effects of mediated teaching of metacognitive reading strategies on the performance of first language blind learners' reading comprehension in the White Cane association in Ghardaia- Algeria.Six blind learners from middle level second year were invited to participate in this study. In order to explore the result, this study opted planning, monitoring and evaluating strategies. In addition, technology as audio tool for mediation. Data were collected through several instruments: classroom observation, pre-test and posttest, questionnaire and interview. The findings reveal that mediated teaching of metacognitive reading strategies advance first language blind learners’ reading comprehension.It opens up prospects for learning new skills, such as problem-solving skill, and mediated teaching of such strategies makes it easier for the blind student to receive knowledge and stored it in the right place in mind for a longer period. Moreover, it facilitates the teaching process through the independence of the students in comprehending the text. Thus, teaching classes do not take too long. At the teacher’s level, before training session, there was a lack of teacher training, they had little knowledge and skills to treat blind students while teaching reading as it should. This indicates the lack of awareness about metacognitive reading strategies.Finally, this study has potential implications, for teacher to take accurate training on teaching the blind students. For curriculum designers to include the same content of the regular textbook in manner that is appropriate and suitable for the blind. For society to help the blind learner to gain self-confidence. Eventually, this study proposed to study the same subject on different sample that is from university where blind learners are merged with society.
