The effect of the "directed reading-thinking activity" model and the learning style on efl jordanian eleventh grade students' literal and inferential reading comprehension achievements

الملخص EN

This research paper aims at exploring the effects of the "Directed Reading-Thinking Activity" Model and the Learning Style on EFL Jordanian Eleventh Grade Students' Literal and Inferential Reading Comprehension Achievements.

The sample of the study (N=85) consisted of two groups: the experimental group (N=42) and the control group (N=43).

To answer the research questions of the study, the students' scores on the Reading Comprehension Achievement Tests were analyzed using the (MANOVA) procedure.

- - The results demonstrated the effectiveness of the Model in enhancing students' achievement, especially at the inferential level with the elaborative processing students.

In light of the results obtained in this study, implications and recommendations were suggested for educators and researchers.