The effect of the directed reading-thinking activity on the achievement of upper basic stage students of Jordan in literal and inferential reading comprehension

العناوين الأخرى

أثر نشاط القراءة-التفكير الموجه في تحصيل طلاب المرحلة الأساسية الأردنية العليا في الفهم القرائي الحرفي و الاستنتاجي

مقدم أطروحة جامعية

al-Maani, Alaa Umar

مشرف أطروحة جامعية

Shair, Awatif Ali

أعضاء اللجنة

Zaytun, Ayish
Jafar, Fatimah Abd al-Halim

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2008

الملخص الإنجليزي

This study aimed at investigating the effect of Directed Reading-Thinking Activity on the upper basic stage students’ achievement (tenth grade) in literal and inferential EFL reading comprehension, through answering and testing the following questions: 1.

What is the effect of the DR-TA on the achievement of the tenth grade's achievement in EFL reading comprehension? 2.Is there a difference in the tenth grades’ achievement in literal comprehension between the means scores of the experimental group and the control group due to the Directed Reading-Thinking Activity? 3.Is there a difference in the tenth grades’ achievement in inferential comprehension between the means scores of the experimental group and the control group due to the Directed Reading-Thinking Activity? To achieve the study aims, the researcher designed a new method of teaching EFL reading comprehension.

The subjects of the study who were selected purposefully consisted of two tenth grade classes in Al-Shaheed Faysal II'S Collage for Boys at Amman Fourth Directorate of Education during the first semester of the academic year 2007/2008.

The subjects were divided into two groups: control group and experimental group, each of which consisted of 30 students.

The teaching method (DR- TA) was applied in teaching the first group, while the other group represented the control group where the conventional teaching method was applied.

The researcher designed a reading test to measure the students’ literal and inferential reading comprehension achievement before and after applying the method.

This test composed of 25 questions about a reading selection.

(12) Of these questions tested students’ literal comprehension and the other (13) tested their inferential comprehension.

The results revealed that:- 1.

There is an effect of the DR-TA on the achievement of the tenth grade's achievement in EFL reading comprehension 2.

There is a statistical significant difference between the means scores of the student’s grades on the achievement in literal comprehension post-test according to the teaching variable in favor of the DR-TA.

3.

There is a statistical significant difference between the means scores of the student’s grades on the achievement in inferential comprehension post-test according to the teaching variable in favor of the DR-TA.

The study recommends carrying out more studies on the effect of the thinking levels on reading English as a foreign language.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• تعلم اللغة الثانية
• الأردن
• اللغة الإنجليزية

عدد الصفحات

61

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-522427