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ERIC Number: ED502645
Record Type: Non-Journal
Publication Date: 2006-Dec
Pages: 29
Abstractor: As Provided
Reference Count: 29
The Effects of the Directed Reading-Thinking Activity on EFL Students' Referential and Inferential Comprehension
El-Koumy, Abdel Salam Abdel Khalek
Online Submission
A study investigated the effects of the Directed Reading Thinking Activity on Egyptian first-year secondary stage EFL students' referential and inferential reading comprehension. The study utilized a pretest-posttest control group experimental design. The subjects consisted of 72 first-year secondary students in Menouf Secondary School for Boys at Menoufya Directorate of Education (Egypt) during the academic year 2005/2006. These subjects were randomly assigned to an experimental group and a control group. Both groups were pre-tested to measure their referential and inferential reading comprehension before conducting the experiment. During the experiment, the experimental group students were exposed to the DR-TA, whereas the control group students were exposed to the conventional method of teaching reading comprehension. The experiment lasted for about five months. After treatment, the two groups were post-tested to investigate any significant differences in their referential and inferential reading comprehension. The obtained data were analyzed using the Multivariate Analysis of Variance (MANOVA) and the T-test. The findings revealed that there were no significant differences in referential or inferential reading comprehension between the two groups on the pre-test. However, the findings showed that there were statistically significant differences in both referential and inferential reading comprehension on the post-test in favor of the experimental group. These findings show that the development of referential and inferential comprehension skills can only result from using a strategy which forces students to apply these skills while reading. Therefore, the goal of developing reading comprehension should go hand-in-hand with the goal of developing thinking skills. (Contains 4 tables. The Referential/Inferential Reading Comprehension Test is appended.)
Publication Type: Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt