scholarly journals The Use of Reading Speed Strategy in Promoting Reading Comprehension among EFL Students with Learning Disabilities

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 225-235
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
English Language ◽  
Teaching Method ◽  
Reading Speed ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Simple Method ◽  
The Mean ◽  
Experimental Group

This study explored the effect of developing reading comprehension among English language students with learning disabilities using the reading speed strategy, identifying the effect of both gender, and teaching method on developing reading comprehension. To achieve the aim of the study, a test was prepared to measure reading comprehension after ensuring its validity and reliability. The study population consisted of all (200) students studying English language in the schools of the Directorate of Education for the Second Irbid Region for the second semester of the academic year 2020/2021. The study was applied to a sample of (80) male and female students, who were selected in the simple method. The participants were distributed into two experimental groups, which received the training, and another two control groups, which studied the same educational material in the traditional method. The test was applied to the study groups before starting the implementation of the study to ensure the equality of groups. The results showed clear differences in the mean scores of the experimental group students and those of the control group students, and in favor of the experimental group. The results also showed that there were no differences between the mean scores of the students' scores attributed to gender.

scholarly journals The Effectiveness of Pictured Letters Mnemonics Strategy in Learning Similar English Language Letters among Students with Learning Disabilities

2017 ◽  
Vol 7 (6) ◽  
pp. 21
Author(s):  
Maysoon A. Dakhiel ◽  
Mohammed O. Abu Al Rub
Keyword(s):  
Learning Disabilities ◽  
Saudi Arabia ◽  
English Language ◽  
Teaching Method ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
And Gender ◽  
Experimental Group ◽  
Group 1

The present study aims to investigate the effectiveness of pictured letters mnemonics strategy in learning similarEnglish language letters among students with learning disabilities in Saudi Arabia according to experimental group(1) and (2), control group, gender, and interaction between them. The study sample comprised (90) students withlearning disabilities who were randomly distributed to three equal groups. While the first experimental group wastaught using the modified letter method, the second experimental group was taught using the method of bothmodified and abstract letters, and the control group was taught in the traditional way. To measure the effectiveness ofthe strategy, the authors applied (pre, post, and follow-up) tests. As a result, two-way ANOVA indicated that therewere significant differences attributed to the teaching method, in favor of the method of both modified and abstractletters, while there were no statistically significant differences due to gender or interaction between the teachingmethod and gender. The same results were obtained from the follow-up test. Accordingly, a set of recommendationswere made.

scholarly journals An Experimental Study on the Innovative CDIO Method in English Language Teaching

2020 ◽  
Vol 8 (9) ◽  
pp. 15
Author(s):  
Ahmet Yusuf ◽  
Filiz Yalçin Tilfarlioğlu
Keyword(s):  
Experimental Study ◽  
English Language ◽  
Treatment Process ◽  
Teaching Method ◽  
English Language Teaching ◽  
Control Group ◽  
The Mean ◽  
New Perspective ◽  
Experimental Group ◽  
Learning English

This experimental study is an attempt to bring a new perspective and a new teaching method CDIO (Conceiving, Designing, Implementing, and Operating) to the ELT field. The CDIO method was applied in the 11th grade in a private high school in Diyarbakir, Turkey. The students were subjected to a pretest before the treatment process and to a posttest after the process. The treatment procedures and materials were prepared according to the CDIO curriculum and standards. The treatment process lasted for fifteen weeks for the experimental group while the control group continued learning English without being exposed to the CDIO teaching method. Subsequently, the collected data was analyzed with the assistance of IBM SPSS Statistics 23.0 to see whether the CDIO methodology has effective results on the students’ performance or not. After the data was collected and analyzed, the results showed that the students performed better after learning English using CDIO in the rate of 14.45%, where the mean score of the pretest was 71.66 while the mean score of the posttest was 86.23. Moreover, the results exhibit that the participants’ fulfillment developed in grammar, vocabulary and reading comprehension skills. Accordingly, there is a great improvement in the students’ performance of the experimental group. Also, the outcomes show that the CDIO has played a big role in developing the students’ level and has shown a positive effect on learning English. Finally, it is expected from this research to open the door for schools and faculties of teaching English to adopt the CDIO approach and apply it in their programs.

scholarly journals Developing the imagination skills among students with learning disabilities in English language

2021 ◽  
Vol 2 (4) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
English Language ◽  
Study Groups ◽  
Male Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Active Learning Method ◽  
The Difference ◽  
Experimental Group

This study explored the effect of active learning on developing imagination skills among students with learning disabilities in English language in Irbid city, Jordan. The study used the experimental approach and was applied to a sample of 60 female and male students, who were chosen purposefully. The sample was divided into two groups, an experimental, which was taught using the active learning method, and a control group, which was taught according to the traditional method. The results revealed the existence of significant differences between the performance of the experimental group and the control group on the post-imagination test in favor of the experimental group. The findings also showed statistically significant differences between the scores of the two study groups on the post-imagination test due to the gender variable, and the difference was in favor of males. In light of the findings of the study, the researcher recommended preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading, writing, and imagination skills in the basic stage.

Reading Comprehension Performance of Adolescents Withlearning Disabilities

1989 ◽  
Vol 12 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Vicki E. Snider
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Prior Knowledge ◽  
Junior High School ◽  
Text Structure ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Knowledge Group ◽  
Experimental Group

A study was conducted to examine the effects of prior knowledge on the reading comprehension performance of students with learning disabilities. Instruction in information and vocabulary concepts was provided to 13 junior-high school students with learning disabilities who had been predetermined to lack the prior knowledge required by an experimental test of reading comprehension. The effect of prior knowledge was examined by comparing the performance of an experimental group (high prior knowledge group) to a control group (low prior knowledge group). The effect of text structure was also examined by comparing reading comprehension performance on three types of reading passages - textually explicit, textually implicit, and scriptually implicit. The results indicated that students in the experimental group increased their prior knowledge and, as a result of instruction, demonstrated superior reading comprehension performance. In addition, text structure was found to affect reading comprehension performance. When comprehension questions tapped information provided in the text, reading comprehension performance improved for all students. Educational implications of the results are discussed.

scholarly journals The effective of task based language teaching on reading for advanced learners in Cyprus

2018 ◽  
Author(s):  
Nadia Ben Amer ◽  
Özcan Demirel
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Qualitative Data ◽  
Teaching Method ◽  
Control Group ◽  
Testing System ◽  
Teaching Reading ◽  
Advanced Learners ◽  
International English ◽  
Experimental Group

<p>Quantitative and qualitative data were employed to determine whether the task--based teaching method increased participants’ English language reading comprehension. Three instruments were used to collect the data for this study. At the beginning and end of the course, the International English Language Testing System (IELTS) on reading was administered to the control group. The experimental group, which was taught reading only using the technology-based teaching method, was assessed using the IELTS. The second instrument was a checklist observation. The researcher visited the classes of the experimental group at the beginning of the semester before the treatment was implemented and administered the IELTS. Then, the instructors applied the task--based method. The second instrument involves observations checklist of three instructors in class to determine which teaching method and mode is widely used by teachers to deliver their lecture. The last part involves questionnaires to determine if there are any similarities between task-based and the traditional methods of teaching reading English. The treatment of this study lasted for one hour per week for one semester (12 weeks). </p>

scholarly journals The effective of task based language teaching on reading for advanced learners in Cyprus

2018 ◽  
Author(s):  
Nadia Ben Amer ◽  
Özcan Demirel
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Qualitative Data ◽  
Teaching Method ◽  
Control Group ◽  
Testing System ◽  
Teaching Reading ◽  
Advanced Learners ◽  
International English ◽  
Experimental Group

<p>Quantitative and qualitative data were employed to determine whether the task--based teaching method increased participants’ English language reading comprehension. Three instruments were used to collect the data for this study. At the beginning and end of the course, the International English Language Testing System (IELTS) on reading was administered to the control group. The experimental group, which was taught reading only using the technology-based teaching method, was assessed using the IELTS. The second instrument was a checklist observation. The researcher visited the classes of the experimental group at the beginning of the semester before the treatment was implemented and administered the IELTS. Then, the instructors applied the task--based method. The second instrument involves observations checklist of three instructors in class to determine which teaching method and mode is widely used by teachers to deliver their lecture. The last part involves questionnaires to determine if there are any similarities between task-based and the traditional methods of teaching reading English. The treatment of this study lasted for one hour per week for one semester (12 weeks). </p>

scholarly journals Developing Reading Skills Among Students with Learning Disabilities in English

2021 ◽  
Vol 2 (5) ◽  
pp. 1-8
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
Reading Skills ◽  
Study Groups ◽  
Test Method ◽  
Reading Test ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
The Mean ◽  
Experimental Group

This research investigated developing the reading skills among students with learning disabilities in English language. The study sample included 20 male and female students from Irbid city, Jordan, who were chosen purposefully, and distributed randomly to two groups. The first group was the experimental group that was taught using the active learning method, and the other group was the control group that was taught according to the usual method. The study used a reading test, which was verified by presenting it to a group of judges. The reliability of the list was checked by using the test and re-test method and the Pearson's coefficient, which was (0.95). The findings revealed the presence of differences between the mean scores of the two study groups on the post-reading test, in favor of the experimental group. The results did not show any statistically significant differences between the mean scores of the two groups in the post-reading test due to the gender variable. In light of the findings of the study, the researcher recommends preparing training programs on active learning and preparing a guide for teachers, which can be used to teach and learn reading skills for students with learning disabilities.

scholarly journals The effective of task based lanmguage teaching on reading for advanced learners in Cyprus

2018 ◽  
Author(s):  
Nadia Ben Amer ◽  
Özcan Demirel
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Qualitative Data ◽  
Teaching Method ◽  
Control Group ◽  
Testing System ◽  
Teaching Reading ◽  
Advanced Learners ◽  
International English ◽  
Experimental Group

<p>Quantitative and qualitative data were employed to determine whether the task--based teaching method increased participants’ English language reading comprehension. Three instruments were used to collect the data for this study. At the beginning and end of the course, the International English Language Testing System (IELTS) on reading was administered to the control group. The experimental group, which was taught reading only using the technology-based teaching method, was assessed using the IELTS. The second instrument was a checklist observation. The researcher visited the classes of the experimental group at the beginning of the semester before the treatment was implemented and administered the IELTS. Then, the instructors applied the task--based method. The second instrument involves observations checklist of three instructors in class to determine which teaching method and mode is widely used by teachers to deliver their lecture. The last part involves questionnaires to determine if there are any similarities between task-based and the traditional methods of teaching reading English. The treatment of this study lasted for one hour per week for one semester (12 weeks). </p>

The Role of Multimedia in Developing Middle School Students' Reading Comprehension and Creative Thinking Skills

2021 ◽  
Vol 11 (4) ◽  
pp. 20-32
Author(s):  
Hanaa Mohamed Mohamed Nada
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Creative Thinking ◽  
English Language ◽  
Teaching Method ◽  
Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Experimental Group

This research examined the effect of multimedia on developing reading comprehension and creative thinking skills of English language among second year middle school students. Forty participants were randomly selected from Hala Middle School, Dakahlia Governorate, Egypt in the academic year 2019-2020. This study was conducted according to the pre-test- and post-test-based two group quasi-experimental model. Therefore, the participants were randomly divided into two groups (20 each). One group was selected as experimental group and the other as control group. The experimental group was taught using the multimedia while the control group received regular teaching. According to the results, the students supported by the multimedia were more successful than students supported only by traditional teaching method. Therefore, the multimedia positively affected developing reading comprehension and creative thinking skills among EFL students. Finally, the use of the multimedia increased the students' motivation in learning EFL.

The Impact of KWL Strategy in Developing Palestinian Eleventh Graders’ Reading Comprehension and their Attitudes Towards Learning English Language

2018 ◽  
Vol 5 (1) ◽  
pp. 651-680
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Attitude Scale ◽  
Control Group ◽  
Study Results ◽  
Eleventh Graders ◽  
The Mean ◽  
The Impact ◽  
Experimental Group ◽  
Learning English

Abstract This study aimed at investigating the impact of KWL strategy (Know – Want to Know-Learned)in developing Palestinian eleventh graders’ reading comprehension and their attitudes towards learning English language. The researchers adopted the experimental approach on a sample of (64) male students from the scientific stream at Al Manfalouti Secondary School for Boys, who were randomly selected from the population of (968) students enrolled in the scientific stream in the Middle-Area Directorate of Gaza, for the school year 2013-2014. The participants were divided into two equivalent groups: one as a control group which consists of (32) students and the other as an experimental one which consists of (32) students. The researchers used the KWL strategy in teaching the experimental group, while the traditional method was used in teaching the control one. The researchers used three instruments to achieve the study aims: 1) a checklist for teachers to determine the five most important reading comprehension skills, 2) a pre and post reading comprehension test, and 3) a pre and post attitude scale towards English language. The experiment lasted for six weeks (2 lessons per week) in which the researchers implemented the study tools on both the control and experimental groups to investigate the effect of KWL strategy. The study results indicated that there were significant differences in the mean scores of the experimental group and that of the control group in the post reading comprehension achievement test in favor of the experimental group attributed to the effectiveness of KWL strategy. Additionally, the study results revealed that there were statistically significant differences in the mean scores of the experimental group and that of the control group in the post application of the attitude scale towards learning English in favor of the experimental group attributed to the effectiveness of KWL strategy. In the light of those findings, the study recommended that curriculum designers and decision makers should consider strategies such as KWL strategy to activate students’ prior knowledge while building the curriculum activities. The study also recommended that Palestinian English language supervisors should hold training courses to motivate the use of innovative strategies like KWL strategy to develop teacher’s abilities in teaching English. Keywords: KWL strategy, Reading Comprehension, Attitudes ملخص: هدفت هذه الدراسة إلى التعرف على أثر استراتيجية KWL (ماذا أعرف؟ – ماذا أريد أن أعرف؟ – ماذا تعلمت؟) في تطوير الفهم القرائي لدى طلبة الحادي عشر في فلسطين، واتجاهاتهم نحو تعلم اللغة الانجليزية. استخدم الباحث المنهج التجريبي على عينة مكونة من (64) طالباً من طلاب الفرع العلمي بمدرسة المنفلوطي الثانوية “أ” للبنين، والتي تم اختيارها عشوائياً من مجتمع يبلغ حوالي (968) طالباً مسجلاً في الفرع العلمي بمديرية التربية والتعليم بالمحافظة الوسطى للعام الدراسي 2013-2014. وزعت العينة إلى مجموعتين متكافئتين: إحداهما ضابطة تتكون من (32) طالباً والأخرى تجريبية تتكون من (32) طالباً.استخدم الباحثون استراتيجية KWL في تدريس المجموعة التجريبية بينما تعلمت المجموعة الضابطة بالطريقة التقليدية.استخدم الباحثون ثلاث أدوات لتحقيق أهداف الدراسة: 1) استبيان للمعلمين لتحديد أهم خمس مهارات للفهم القرائي, 2) اختبار فهم قرائي قبلي وبعدي, بالإضافة إلى3) مقياس اتجاه نحو اللغة الانجليزية قبل وبعد التجربة. استمرت الدراسة ستة أسابيع بمعدل درسين في الأسبوع حيث قام الباحثون خلال هذه الفترة بتطبيق أدوات الدراسة على المجموعتين الضابطة والتجريبية وذلك لقياس أثر الاستراتيجية. أشارت نتائج الدراسة عن وجود فروق ذات دلالة إحصائية في متوسط درجات طلاب المجموعتين الضابطة والتجريبية على القياس البعدي لاختبار الفهم القرائي لصالح المجموعة التجريبية يعزى لفاعلية استراتيجية KWL. إضافة إلى ذلك, أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية في متوسط درجات طلاب المجموعتين الضابطة والتجريبية في التطبيق البعدي لمقياس الاتجاه نحو تعلم اللغة الانجليزية لصالح المجموعة التجريبيةيعزى لفاعلية استراتيجية KWL.في ضوء هذه النتائج, توصيالدراسة مصممي المناهج وصناع القرار بضرورة تبني استراتيجيات كاستراتيجية KWL حال بناء الأنشطة المنهجية لتفعيل الخبرات السابقة لدى الطلبة، كما توصيالدراسة مشرفي اللغة الانجليزية بضرورة عقد دورات تدريبية لإثارة دافعية المعلمين على استخدام استراتيجيات مبتكرة مثل استراتيجيةKWL لتطوير قدراتهم في تدريس اللغة الإنجليزية.

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