Abstract
The purpose of this study was to investigate the efficacy of a self-managed training program on developing the accuracy in responding to text-explicit, text-implicit questions, and reader's self-perception of 11th grade female students learning English as a foreign language, and to determine if significant differences existed between the research groups. A quasi- experimental design was used. Participants assigned to experimental group were (24) while (23) students were assigned to the control group that received traditional instruction. A program consisting of 18 sessions was designed and implemented. Data were collected using a reading comprehension test and the “Reader Self Perception Scale” (RSPS/2), each instrument was administered as Pre- and Post-test. Findings revealed that students in the experimental group performed better than those in the control group during the post-test on both text explicit, text implicit reading comprehension questions, and also on the Reader Self- Perception Scale (RSPS/2). statistically significant differences (P<.05) were found between the experimental and control group regarding their scores in text explicit, text implicit reading comprehension, and overall reader self- perception mean scores. Based on the findings of the study, the research came out of several recommendation.