الفهرس 
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Abstract
The purpose of this study was to investigate the effectiveness of using the reading strategies of the Strategic Instruction Model (SIM) to enhance the reading comprehension and metacognitive awareness of the second-year preparatory stage pupils with reading difficulties. Twenty-four female pupils at Al-qanaa Preparatory School for Girls participated in this one-group study. A Test of Mental Ability, a pre-diagnostic reading comprehension skills test, a questionnaire of the behavioral characteristics of the pupils, a metacognitive awareness scale, and a post-comprehension skills test were used for collecting data. Descriptive statistics were used for data analysis. Findings demonstrated that the reading strategies of the Strategic Instruction Model were effective in enhancing reading comprehension and metacognitive awareness of the second-year preparatory stage pupils with reading difficulties.