scholarly journals Effective of Reading Pictures Entrance in Development of Reading Understanding & Live Activities through Arabic language course (Lughti Al-Jamila) for Primary Sixth Female Students: فاعلية مدخل قراءة الصورة في تنمية الفهم القرائي والمهارات الحياتية في مادة لغتي الجميلة لتلميذات الصف السادس الابتدائي

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Najmah Abdulmoen Alabdali
Keyword(s):  
Saudi Arabia ◽  
Reading Comprehension ◽  
Life Skills ◽  
Sixth Graders ◽  
Arabic Language ◽  
Female Students ◽  
Kingdom Of Saudi Arabia ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study aimed to know the effectiveness of the image- reading approach in developing reading comprehension and life skills in Arabic language course (lughti aljamila) for sixth- grade primary students in the Al- Baha region in the Kingdom of Saudi Arabia. The researcher used quasi- experimental approach to achieve the goal of the study, and to find out the effect of the experimental factor (the effectiveness of the image reading approach) on (developing reading comprehension and life skills) on the experimental group. The study tool has been prepared and represented in the achievement test, where the students were divided into two groups, the experimental group, which will be applied to the study, composed of (37) students, and the control group consisted of (37) students. The study's result showed the following: 1) The study reached (23) reading comprehension skills needed for sixth graders in a course in my Arabic language in Al Baha schools (Al Baha city), it was included in five main areas, namely; (Literacy comprehension skills, literal deduction skills, critical comprehension skills, taste comprehension skills, creative comprehension skills), in addition to the study reaching (10) life skills required for sixth graders in the Arabic language subject in Al Baha region schools. The results of the statistical analysis showed that there are statistically significant differences between the mean scores of female students in the experimental and controlling groups in reading comprehension skills and dimensional life skills in favor of the experimental group, which means that employing the entrance to the images takes a clear effectiveness in the female students' teaching. The study recommended the following: asking specialists in curriculum planning in the Kingdom of Saudi Arabia to reconsider forming education activities, and work to balance reading comprehension skills and life skills in all areas in a balanced manner and according to a specific methodology.

scholarly journals The effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students: أثر استراتيجية قائمة على الذكاءات المتعددة في تنمية مهارات الاستيعاب القرائي في مبحث اللغة العربية لدى طلاب الصّف التّاسع الأساسي

2021 ◽  
Vol 5 (45) ◽  
pp. 28-15
Author(s):  
Mohammad Mahmud Hwaishil ALzeidaneen Mohammad Mahmud Hwaishil ALzeidaneen
Keyword(s):  
Reading Comprehension ◽  
Multiple Intelligences ◽  
Arabic Language ◽  
Ninth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Ninth Grade Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

The study aimed to investigate the effect of a strategy based on multiple intelligences in developing reading comprehension skills in Arabic language for ninth grade students compared to the usual method. The sample of the study, which was chosen randomly, consisted of (75) students divided into two groups, an experimental group totaling (38) students, and a control group totaling (37) students from the ninth grade students from Abdullah II School for Excellence in the Directorate of Education in Aqaba Governorate for the academic year 2020/ 2021. To achieve the goal of the study, the researcher designed the study tools, which are: a list of reading comprehension skills, the educational program, and a test of reading comprehension skills. The results showed a statistically significant difference at the level (α = 0.05) between the two groups in favor of the experimental group that was studied using the multiple intelligences strategy. The study recommended employing a strategy based on multiple intelligences in teaching reading to primary school students.

scholarly journals The Effect of Using RAP Strategy on Developing Reading Comprehension Skills for Seventh Graders in Gaza Governorates

2021 ◽  
Vol 29 (2) ◽  
Keyword(s):  
Reading Comprehension ◽  
Experimental Approach ◽  
Female Students ◽  
Seventh Graders ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
The Mean ◽  
Girls School ◽  
Reading Comprehension Skills ◽  
Experimental Group

This research aimed to investigate the effect of employing the RAP as a strategy to develop the reading comprehension skills among seventh graders in Gaza governorates. For the purpose of the study, the quasi-experimental approach was used on a sample of (80) female students from Rafah Martyrs' Preparatory Girls' School divided into two equivalent groups. The experimental group included (44) female students, while the control one included (36) female students. The tools of data collection were a checklist of reading comprehension skills and reading comprehension test. To analyze the collected data, t-test was conducted. Furthermore, to examine the effectiveness of RAP strategy in developing reading comprehension skills, the effect size was measured. The results indicated that there were statistically significant differences at (0.05 ≥ (in the mean scores of the reading comprehension skills in favor of the experimental group. In light of these results, the researchers recommended that English teachers use RAP strategy to develop reading comprehension skills for students.

The Impact of Scaffolding Strategies in Enhancing Reading Comprehension Skills of University Students in a Saudi Context

2017 ◽  
Vol 9 (5) ◽  
pp. 1
Author(s):  
Arwa Abdullah AbdulRahman Al Eissa ◽  
Abdullah Al-Bargi
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Control Group ◽  
Mixed Method Research ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Scaffolding Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
Experimental Group

Based on a mixed method research design, this study aims to investigate the effectiveness of applying scaffolding strategies in enhancing reading comprehension skills of female students at King Abdulaziz University in the city of Jeddah in Saudi Arabia. The participants of the study were thirty-three female students at the preparatory year program (PYP) who were registered at the proficiency level 104 (B1/Threshold level on the Common European Framework of reference for language; CEFR). They were divided into two groups: Seventeen students in the control group and sixteen students in the experimental group. Both groups were exposed to the same reading lessons but with the experimental group exposed to scaffolding strategies. Prior to the treatment, a pretest was administered to both groups. Once the treatment was accomplished, a posttest was administered to investigate the effect of applying scaffolding strategies on developing reading comprehension skills. Furthermore, qualitative data was collected via open-ended questionnaire. The results of the study indicated that there was a statistically significant difference between the pretest and posttest of the experimental group in favor of the posttest. Furthermore, students showed a positive attitude to the scaffolding technique as a motivation factor to their learning. Conclusions and recommendations for further research are given at the end of this study.

scholarly journals The Influence of Using Narrative Method Through on the Enhancement of Reading Comprehension Skills in Arabic Language Among Second Grade Students: أثر استخدام أسلوب السرد القصصي في تنمية مهارات الاستيعاب القرائي في اللغة العربية لدى طلبة الصَّف الثّاني الأساسي

2021 ◽  
Vol 5 (32) ◽  
pp. 100-80
Author(s):  
Rowaida Harbi Al-Saraj Rowaida Harbi Al-Saraj
Keyword(s):  
Reading Comprehension ◽  
Arabic Language ◽  
Female Students ◽  
Second Grade ◽  
Male And Female ◽  
First Semester ◽  
Comprehension Skills ◽  
Quasi Experimental ◽  
Reading Comprehension Skills ◽  
Literal Comprehension

The study aimed to investigate the effect of using the storytelling Arabic among students of the second garde using the quasi-experimental approach were formed in developing reading comprehension skills in language. The study sample consisted of (62) students from jabal Prince Faisal Basic School. The sample was divided randomalu into two groups, one of which is experimental and included (31) male and female students and the other is a control and it had (31) male and female students. The study was applied in the first semester of the academic year 2020/2021 and the study tool was prepared from it by examining the literal comprehension of the realable and in its final form of (10) paragraphs, and it was applied after verification of validity and consistency. The result of the study indicated that there were statistically significant differences in the arithmetic averages and orbital deviations of the students, performance on the test of the literal comprehension of the post- reading in favor of the experimental group that studied using the method of storytelling, the study recommended the necessity to restore the Arabic language.

scholarly journals Penerapan Strategi Pembelajaran Preview Question Read Reflect Recite Review Untuk Meningkatkan Keterampilan Membaca Pemahaman Teks Eksplanasi

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Susi Alawiyah
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Research Design ◽  
Learning Strategy ◽  
Control Group ◽  
Average Increase ◽  
Comprehension Skills ◽  
Explanatory Text ◽  
Reading Comprehension Skills ◽  
Experimental Group

Abstract:  This study aims to determine the effect of implementing the PQ4R learning strategy on reading comprehension skills of explanatory text. This research was conducted at SMK N 5 Tangerang Regency. The population in this study were all students of SMK N 5 Tangerang Regency. The sample of this study were students of grade 12 TBSM 1 and grade 12 TBSM 2. The approach used in this study was a quantitative approach. This research design uses a control group pretest-posttest design so it requires a control group and an experimental group. The results of this study indicate that the average increase in the application of the PQ4R learning strategy is 25.71 while the average increase in the conventional learning strategy is 15.87. This means that the application of the PQ4R strategy can improve students' reading comprehension skills of explanatory text more effectively when compared to conventional learning strategies at SMK N 5 Tangerang Regency.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi pembelajaran PQ4R terhadap keterampilan membaca pemahaman teks ekplanasi. Penelitian ini dilakukan di SMKN 5 Kabupaten Tangerang. Populasi dalam penelitian ini adalah seluruh Siswa SMKN 5 Kabupaten Tangerang. Sampel penelitian ini adalah siswa kelas 12 TBSM 1 dan kelas 12 TBSM 2. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Desain penelitian ini menggunakan desain control group pretest-postest design sehingga memerlukan kelompok kontrol dan kelompok eksperimen. Hasil dari penelitian ini menunjukkan bahwa kenaikan rata-rata penerapan strategi pembelajaran PQ4R adalah 25.71 sedangkan kenaikan rata-rata strategi pembelajaran konvensional sebesar 15.87. Artinya penerapan strategi PQ4R dapat meningkatkan keterampilan membaca pemahaman teks eksplanasi peserta didik lebih efektif jika dibandingkan dengan strategi pembelajaran konvensional di SMK N 5 Kabupaten Tangerang.

The impact of using divergent thinking strategies on reading comprehension

2021 ◽  
Vol 23 (10) ◽  
pp. 78-99
Author(s):  
A. Al Masri ◽  
T. Krishan ◽  
F. Al Talahin ◽  
S. Almassarweh
Keyword(s):  
Reading Comprehension ◽  
Divergent Thinking ◽  
Analysis Of Covariance ◽  
Motivation For Learning ◽  
Comprehension Skills ◽  
Thinking Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
The Brain ◽  
Experimental Group

Introduction. Divergent thinking strategies are based on brain activity represented by a series of successive and branching questions related to a particular reading text. These strategies stimulate the minds of sixth graders to think of new stimuli such as finding a solution to a specific problem, or making a specific judgment, or predicting future events, which produces new and innovative solutions and achieves a deeper understanding of the target reading text.The present research aims to investigate the impact of divergent thinking strategies in developing reading comprehension skills among sixth-grade students in the English language.Methodology and research methods. The authors used the quasi-experimental approach. A pre-post design was used to identify the effect of employing divergent thinking strategies in developing reading comprehension skills. The study sample consisted of 136 students, who were selected purposefully and distributed into two groups: experimental and control groups. Students in experimental group were taught using divergent thinking strategies. Students in control group were taught in the usual way.Results and scientific novelty. The analysis of covariance (ANCOVA) found statistically significant differences between the two groups in favour of the experimental group in achievement. In addition, significant differences were found in the Motivation for Learning English between the two groups. It was found that divergent thinking strategies stimulate students’ thinking through various questions and allow them to look at their familiar knowledge with a new vision, to produce and generate new ideas with creative features.Practical significance. The current study is useful in determining the appropriate reading comprehension skills for students, and targeting them in developing these skills. This research also draws the attention of teachers to the importance of including strategies compatible with the brain, including divergent thinking strategies, when planning reading lessons. As for the educational supervisors, it puts in their hand’s strategies based on the theory of learning in the brain, including the divergent thinking strategies and how to employ them in reading lessons in order to develop reading comprehension. Moreover, these research materials can be employed by mentors in directing teachers to depart from the framework of traditional methods through the use of divergent thinking strategies in their classroom teaching practices.

scholarly journals The Effect of KWL and SQ3R Strategies on Developing Reading Comprehension Skills Among Eighth Graders in Gaza

2021 ◽  
Vol 29 (4) ◽  
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Average Score ◽  
Control Group ◽  
Study Results ◽  
Comprehension Skills ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Total Average

The current study aimed at investigating the effect of KWL and SQ3R strategies on Palestinian eighth graders' reading comprehension skills. To achieve the study goals, the researcher adopted the experimental approach on a sample of (119) female students from Al-Kuwait Secondary School at Rafah governorate for the academic year 2019-2020. The participants were divided into three equivalent groups. The researcher used a pre and post reading comprehension test to achieve the aims of the study. Results revealed there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first experimental group and the control group in favor of the first experimental group that learns by KWL strategy. Additionally, the study results showed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the second experimental group and the control group in favor of the second experimental group that learns by SQ3R strategy. Also, the study results revealed that there are statistically significant differences at (α ≤ 0.01) in the total average score of the post-test between the first and second experimental groups in favor of the first experimental group. In the light of these results, the researcher introduced some recommendations such as designing some training courses for teachers to encourage them to use these strategies.

scholarly journals The Effectiveness of Differentiated Teaching Strategy in Developing Reading Comprehension Skills of Fourth Grade Students in the United Arab Emirates

2022 ◽  
Vol 12 (1) ◽  
pp. 17-27
Author(s):  
Nisreen A. Ma’youf ◽  
Ibtehal M. Aburezeq
Keyword(s):  
Reading Comprehension ◽  
United Arab Emirates ◽  
Teaching Strategy ◽  
Control Group ◽  
Comprehension Skills ◽  
Fourth Grade Students ◽  
Post Test ◽  
Reading Comprehension Skills ◽  
Experimental Group ◽  
Differentiated Teaching

The aim of this study is to investigate the effectiveness of the differentiated teaching strategy in developing reading comprehension skills of fourth grade students in the United Arab Emirates. The study sample consisted of (49) male and female students, who were randomly distributed into an experimental group (23 students), and a control group (26 students). The experimental group was taught using the Differentiated Teaching strategy, and the control group was taught using the traditional method. To conduct the study and answer its questions, the researchers used the quasi-experimental approach and constructed a reading comprehension test. After the completion of the study, the post-test of reading comprehension skills was implemented; scores of the two groups were obtained; and the data were analyzed using the appropriate statistical methods. The results revealed that there were statistically significant differences in the post-test at the four levels (literal, deductive, critical, and creative) and reading skills in general between the scores of the two study groups in favor of the experimental group. This indicates that the Differentiated Teaching strategy had a positive impact on developing students' reading comprehension skills. In light of the results, a number of recommendations were drafted and presented.

scholarly journals THE EFFECT OF USING POSSE STRATEGY IN TRAINING AND DEVELOPMENT COMPREHENSION READING SKILLS AMONGST SIXTH GRADERS

2020 ◽  
Vol 8 (2) ◽  
pp. 134-141
Author(s):  
Tareq Mohamad Alyatim ◽  
Wail Muin (Al-Haj sa'id) Ismail ◽  
Muhammad Azhar bin Zailani ◽  
Ala Muhammad Al Saadi
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Lesson Plan ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Control Group ◽  
Comprehension Skills ◽  
Sixth Grade Students ◽  
Reading Comprehension Skills ◽  
Positive Effect

Purpose of the study: This study aims to measure the effectiveness of using P.O.S.S.E strategy in the development of teaching to improve reading comprehension skills for sixth-grade students. Methodology: The procedure used is an experimental method based on Stratified Sampling which consists of 43 students divided into two groups – a control group of 21 students and an experimental group of 22 students- and a lesson plan was designed as a tool. Main Findings: The outcomes of the study indicated that the POSSE strategy has a positive effect on the development of reading comprehension skills over its five levels among the representative sample of sixth graders. Applications of this study: It is an essential reference in the development of teaching and training teachers to adapt to the P.O.S.S.E strategy for teachers, student educators. Novelty/Originality of this study: The result of this study is consistent with previous studies, which investigated the efficacy of POSSE strategy on the development of reading comprehension skills.

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