Reading Skill Development for Children with Dyslexia and Teachers’ Use of the Direct Teaching Method in Ordinary Primary Schools

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan. To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.

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An analysis of reading skill development using E-Z Reader

Journal of Cognitive Psychology ◽

10.1080/20445911.2015.1024255 ◽

2015 ◽

Vol 27 (5) ◽

pp. 657-676 ◽

Cited By ~ 16

Author(s):

Lyuba Mancheva ◽

Erik D. Reichle ◽

Benoît Lemaire ◽

Sylviane Valdois ◽

Jean Ecalle ◽

...

Keyword(s):

Skill Development ◽

Reading Skill ◽

Reading Skill Development

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Effect of Three Teacher-Feedback/ Incentive Conditions on Pupils’ Reading Skill Development in an Objective-Based Program

The Journal of Educational Research ◽

10.1080/00220671.1976.10884939 ◽

1976 ◽

Vol 70 (1) ◽

pp. 10-14

Author(s):

Roger Klumb ◽

Wayne Otto

Keyword(s):

Skill Development ◽

Reading Skill ◽

Teacher Feedback ◽

Reading Skill Development

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Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents

Journal of English Language Teaching and Linguistics ◽

10.21462/jeltl.v4i2.294 ◽

2019 ◽

Vol 4 (2) ◽

pp. 239

Author(s):

Ryan Oktarini ◽

Sugirin Sugirin

Keyword(s):

Reading Skills ◽

Skill Development ◽

Reading Skill ◽

Conventional Technique ◽

Control Group ◽

Teaching Reading ◽

Effective Technique ◽

Strategic Reading ◽

Collaborative Strategic Reading ◽

Reading Skill Development

The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development for adolescents; (2) to find out the most effective technique for teaching reading skill for adolescents. This study was a quasi-experimental research with two experimental groups and one control group. The three variables used were PQ4R, Collaborative Strategic Reading (CSR), and Conventional techniques. The sample of this study were grade X Science 1, X Social 1 and X Social 2 who had homogenous reading level who were selected by using Cluster Random Sampling. The quantitative data were collected by using pretest and posttest to assess the reading comprehension. The result indicated that there was a difference in the students’ reading achievement given different treatment. Students taught using PQ4R had an improvement from 61.75 to 71.63 while students taught using CSR had improvement from 63.32 to 75.50. Students taught using conventional technique also indicated improvement from 62.5 to 68.38. The most effective technique was CSR compared to PQ4R and Conventional techniques. The improvement of students’ reading skill development reach 15.9% while the improvement using PQ4R was 19.25% 9 and using conventional technique was 9.28%. Therefore, it can be concluded that CSR was the most effective technique for teaching reading skills for adolescents compared to PQ4R and conventional techniques

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Classroom Learning Behaviors and Reading Skill Development

Early Childhood Education Journal ◽

10.1023/b:ecej.0000005314.72600.33 ◽

2003 ◽

Vol 31 (2) ◽

pp. 139-142 ◽

Cited By ~ 1

Author(s):

Rayne A. Sperling

Keyword(s):

Skill Development ◽

Reading Skill ◽

Classroom Learning ◽

Learning Behaviors ◽

Reading Skill Development

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The Effect of corporative learning Strategy in the Reading Skill Development in the arabic language for the 3rd grade students in Jordan: أثر استراتيجية التعليم التعاوني في تنمية مهارة القراءة في اللغة العربية لدى طالبات الثالث الأساسي في محافظة معان بالأردن

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.a110319 ◽

2019 ◽

Vol 3 (29) ◽

Author(s):

Aisha Ahmad Hussien Al-swalmeh

Keyword(s):

Learning Strategy ◽

Skill Development ◽

Reading Skill ◽

Arabic Language ◽

Analysis Of Covariance ◽

Significant Difference ◽

General Average ◽

Reading Skill Development ◽

Experimental Group ◽

3Rd Grade

The purpose of this study was inquiring The effect of corporative learning Strategy in the Reading Skill Development in the arabic language for the 3rd grade students in Jordan. To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with the corporative learning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (Test-t) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the corporative learning Strategy, in developing the reading skill, of Learning Arabic language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the corporative learning Strategy in the Reading Skill Development Where the control obtained a general average of (13.03 of 25) in comparison to the pilot on a general average (20.25 of 25) and the difference is clear for the benefit of the experimental group, and the value of ETA (2) for the post test (0.75) that is 0.75) Performance (experimental group) is a return to the cooperative learning strategy The study recommended introducing the corporative learning Strategy in the teaching of Arabic language Course, and conducting other similar studies in different educational stages.

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