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
Author
Source
Mu'tah Lil-Buhuth Wad-Dirasat : Humanities and Social Sciences Series
Issue
Vol. 21, Issue 4 (31 Aug. 2006), pp.9-35, 27 p.
Publisher
Mutah University Deanship of Academic Research
Publication Date
2006-08-31
Country of Publication
Jordan
No. of Pages
27
Main Subjects
Topics
Abstract AR
هدفة هذه الدراسة إلى الكشف عن أثر نموذج "نشاط التفكير و القراءة الموجهين “ و” أسلوب التعلم “ في تحصيل طلبة الصف الحادي عشر في فهمهم المقروء باللغة الإنجليزية بالمستويين الحرفي و الاستنتاجي.
و قد تكونت عينة الدراسة (ن=85) من مجموعتين : الأولى تجريبية (ن = 42) و الثانية ضابطة (ن=43) .
و للإجابة عن أسئلة الدراسة، وظف تحليل التباين الثنائي المتعدد لفحص درجات الطلبة على "اختبار التحصيل في فهم المقروء “؛ فبرهنت النتائج على فعالية النموذج في تحصيل الطلبة، و خصوصا في مستوى الفهم الاستنتاجي لدى الطلبة ذوي أسلوب التعلم الافاضي في معالجة المعلومات.
و لخصت الدراسة، في ضوء نتائجها، إلى جملة من التطبيقات و المقترحات للتربويين و الباحثين .
Abstract 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.
American Psychological Association (APA)
al-Sarayirah, Basim Yusuf. 2006. 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. Mu'tah Lil-Buhuth Wad-Dirasat : Humanities and Social Sciences Series،Vol. 21, no. 4, pp.9-35.
https://search.emarefa.net/detail/BIM-294531
Modern Language Association (MLA)
al-Sarayirah, Basim Yusuf. 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. Mu'tah Lil-Buhuth Wad-Dirasat : Humanities and Social Sciences Series Vol. 21, no. 4 (2006), pp.9-35.
https://search.emarefa.net/detail/BIM-294531
American Medical Association (AMA)
al-Sarayirah, Basim Yusuf. 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. Mu'tah Lil-Buhuth Wad-Dirasat : Humanities and Social Sciences Series. 2006. Vol. 21, no. 4, pp.9-35.
https://search.emarefa.net/detail/BIM-294531
Data Type
Journal Articles
Language
English
Notes
Includes appendices : p. 29-35
Record ID
BIM-294531
