The effect of a critical reading program on second secondary school students' reading comprehension and linguistic competence

العناوين الأخرى

أثر استخدام برنامج قراءة ناقدة على الاستيعاب القرائي و القدرة اللغوية لطلاب الصف الثاني الثانوي

مقدم أطروحة جامعية

Abu Igran, Umar Ahmad Abd Allah

مشرف أطروحة جامعية

Shair, Awatif Ali

أعضاء اللجنة

al-Duwayk, Badr Said
al-Khawlidah, Ahmad Hamad
al-Jadri, Adnan Husayn

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2010

الملخص الإنجليزي

This study aimed at exploring the effect of a critical reading program on the secondary school students' reading comprehension and linguistic competence (vocabulary and structure).

It attempted to answer the following questions: 1.

What is the effect of a critical reading program on second secondary school students' reading comprehension? 2.

What is the effect of a critical reading program on second secondary school students' linguistic competence (vocabulary and structure)? The study utilized the quasi experimental design.

Subjects of the study were sixty male students equally divided into control and experimental groups.

They were chosen from the second secondary students at Al –Manarat Secondary School for boys in Jeddah (Saudi Arabia) in the second semester of the academic year 2009/2010.

The experimental and control groups (classes) were randomly assigned.

The two groups of the study were found equivalent upon analyzing the data on the pre- achievement test.

The treatment group was instructed by the researcher himself using the critical reading strategy, whereas, students of the control group were instructed in the traditional, conventional approach simultaneously.

The teacher (researcher) applied the devised strategy which is the critical reading strategy to the subjects of the experimental group. The researcher constructed two tests; the first one is a reading comprehension achievement test which tested the students' achievement in reading comprehension and its reliability was (0.89).

The second one tested the students' achievement in English linguistic competence (vocabulary and structure) and its reliability reached (0.84).

The researcher also designed an instructional program employing the critical reading strategy.

The program contained eight lessons which were covered in eight weeks using the critical reading strategy.

The instruments were all given to a group of experts for validation.

The jury also validated the critical reading program. Eventually, ANCOVA was used to analyze the attained data and compare the achievement of the two groups.

The results revealed that the reading comprehension achievement of the students in the experimental group significantly improved.

The English linguistic competence (vocabulary and structure) of the same group were also enhanced.

The researcher recommended that critical reading receive due attention and that the critical reading strategy be used in teaching reading comprehension in EFL.

The study also proposed a number of recommendations and suggestions for future research.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• تعلم اللغة الثانية
• السعودية
• اللغة الإنجليزية

عدد الصفحات

135

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-433714