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This study traced the development of English Literacy skills and self-efficacy of third grade struggling readers and writers which result from Mediated Cognitive Strategies (MCS) instruction through Gradual Release of Responsibility (GRR) Model and parental involvement in a team approach based program. Twenty five third grade struggling readers and writers with diverse cultural and linguistic backgrounds, selected from two different Saudian international schools, participated in this experiment for 14 weeks. Students received the cognitive strategy instruction for the full length of the intervention while using culturally relevant texts at the third grade level. Students were assessed for their literacy skills at pre and post intervention using literacy achievement pre-posttests. Further, the students were assessed for their self-efficacy in reading and writing using self-efficacy scale and focus group interviews as pre and post intervention. The results of the study showed that there is a significant effect of the proposed program on accelerating the development of the literacy skills and self-efficacy of the third grade struggling readers and writers. Though, there was not a correlation between developing literacy skills and self-efficacy belief for the treatment group students.

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The Effect of Mediated Cognitive Strategies and Parental Involvement on Developing English Literacy and Self-efficacy of Saudi international school Students