This study aimed at investigating utilizing a program based on scaffolding and metacognition to develop Al-
Azhar secondary EFL students' reading comprehension. The study sample consisted of sixty female students
equally divided into an experimental group and a control one randomly selected from1st year Fatayat Bilbeis
Al-Azhar Secondary Institute for Girls. The study followed the pre- post quasi experimental group design. The
experimental group followed program based on scaffolding and metacognition while the control group was
taught by the regular method. The experiment was accomplished in two months during the first term of the
(2020-2021) academic year. The instruments of the study included the reading comprehension skills
checklist, test, and rubric. By the end of the experiment, both reading comprehension skills test was
administrated to both groups to identify the effectiveness of the program in developing students' reading
comprehension. Finding were statistically dealt with via the statistical package for social science (SPSS
Ver.19) program and revealed that the program based on scaffolding and metacognition was effective in
developing reading comprehension skills.
Key words: reading comprehension, and Al-Azhar Secondary Students.
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