The effect of the directed reading-thinking activity on the achievement of upper basic stage students of Jordan in literal and inferential reading comprehension
Other Title(s)
أثر نشاط القراءة-التفكير الموجه في تحصيل طلاب المرحلة الأساسية الأردنية العليا في الفهم القرائي الحرفي و الاستنتاجي
Dissertant
Thesis advisor
Comitee Members
Zaytun, Ayish
Jafar, Fatimah Abd al-Halim
University
Amman Arab University
Faculty
Faculty of Educational Sciences and psychological
Department
Department of Curriculum and Instruction
University Country
Jordan
Degree
Master
Degree Date
2008
English Abstract
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.
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
No. of Pages
61
Table of Contents
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.
American Psychological Association (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
Modern Language Association (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
American Medical Association (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
Language
English
Data Type
Arab Theses
Record ID
BIM-522427
