الفهرس 
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Abstract
The purpose of this study was to investigate the impact of training secondary school students in web-based self-regulated learning strategies to improve their reading comprehension skills. To fulfill the purpose of the study, two instruments were designed and administered : the first is a pre-post self-regulated learning strategies 25 items questionnaire to measure students’ utilization of self-regulated learning strategies while reading online; the second is a pre-post reading comprehension achievement test to measure students’ reading skills. Validity and reliability of both instruments were established before their use. The study adopted the quasi-experimental design. The participants consisted of sixty female students selected from second year of Hussein Hammad secondary school, in Dikirnis, where thirty students represented the experimental group, and thirty other students represented the control group. The web-based self-regulated learning strategies training was administered to the experimental group for six weeks whereas the control group received conventional teaching as prescribed by the Teacher’s Guide. Results of the study revealed that there were statistically significant differences between control and experimental groups on both questionnaire and test scores in favor of the experimental group. In addition, the proposed training led to significant improvement in students’ reading comprehension skills. A number of recommendations concerning the use of web-based self-regulated learning strategies and teaching reading in different stages was postulated.