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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
مشرف أطروحة جامعية
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
عدد الصفحات
61
قائمة المحتويات
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Review of literature and related studies.
Chapter Three : Method and procedures.
Chapter Four : Findings of the study.
Chapter Five : Discussion, conclusion, recommendations.
References.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
al-Maani, Alaa Umar. (2008). The effect of the directed reading-thinking activity on the achievement of upper basic stage students of Jordan in literal and inferential reading comprehension. (Master's theses Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-522427
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
al-Maani, Alaa Umar. The effect of the directed reading-thinking activity on the achievement of upper basic stage students of Jordan in literal and inferential reading comprehension. (Master's theses Theses and Dissertations Master). Amman Arab University. (2008).
https://search.emarefa.net/detail/BIM-522427
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
al-Maani, Alaa Umar. (2008). The effect of the directed reading-thinking activity on the achievement of upper basic stage students of Jordan in literal and inferential reading comprehension. (Master's theses Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-522427
لغة النص
الإنجليزية
نوع البيانات
رسائل جامعية
رقم السجل
BIM-522427
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
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تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر
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