التدريس التبادلي ومهارات الفهم القرائي والاتجاه نحو القراءة لدى طلاب المرحلة الثانوية المعتمدين والمستقلين : دراسة تجريبية = Reciprocal Teaching, Reading Comprehension and Attitudes towards Reading of Dependent and Independent Secondary School Students : An Experimental Study

2017 ◽  
pp. 235-304
Author(s):  
عصام محمد أحمد أبو الخير
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Students ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
School Students ◽  
Attitudes Towards Reading

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

scholarly journals A proposed strategy effectiveness of teaching literary texts based on the assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade secondary students

2020 ◽  
pp. 40-107
Author(s):  
بليغ حمدي إسماعيل عبد القادر
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary Students ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Literary Texts ◽  
Second Grade ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This current research aims to measure the effectiveness of using a proposed strategy for teaching literary texts based on the main assumptions of NLP in developing reading comprehension levels and improving reading self-efficacy for second-grade students, and to achieve this goal the researcher has prepared a list of reading comprehension levels and their behavioral indicators (Skills) required for second year secondary school students, as well as the appropriate reading self dimensions for secondary school students related to literary texts, and the researcher prepared a test that measures reading levels of comprehension, and a measure of the dimensions of the reading self, As well as preparing student worksheets and a teacher’s guide explaining how to use the proposed strategy. The results revealed that there were statistically significant differences between the mean scores of the experimental group and the scores of the control group in the test of post-comprehension reading and the dimensional reading self-measure in favor of the experimental group. The results also indicated the effectiveness of using the proposed strategy based on hypotheses of NLP in developing reading comprehension levels and improving The dimensions of the reading self of the experimental group students.

On the Relationship between Creative Problem Solving Skill and EFL Reading Comprehension Ability

2017 ◽  
Vol 7 (3) ◽  
pp. 234 ◽  
Author(s):  
Maghsoud Danesh ◽  
Nava Nourdad
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Creative Problem Solving ◽  
School Students ◽  
Comprehension Ability ◽  
Creative Problem ◽  
The Relationship ◽  
Reading Comprehension Ability

The present study investigated the relationship between Creative Problem Solving (CPS) skill of Iranian secondary school students and their reading comprehension ability. The sample of participants included 70 second grade students randomly selected among secondary school students. The Torrance Test of Creative Thinking was used to measure CPS. Also, a valid and reliable teacher-made reading comprehension test was applied to asses reading comprehension ability of the participants. The results indicated that there was a positively significant correlation between reading comprehension ability and CPS skill. Among the sub-components of CPS, elaboration and originality revealed positively significant correlation with reading comprehension. Furthermore, the findings suggested a dire need of accommodating creativity and CPS techniques and activities in EFL materials, text book. Teaching creativity is highly recommended as a prerequisite for every kind of learning including foreign language learning.

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