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Article
Author(s)
Fawwaz Al-Abed Al-Haq Asma Ahmed Alimoush
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DOI:10.17265/1539-8080/2016.01.001
Affiliation(s)
Yarmouk University, Irbid, Jordan Tabuk University, Tabuk, Saudi Arabia
ABSTRACT
This study aimed at investigating the effect of a proposed EFL (English as a Foreign Language) training program based on the reflective model on the development of the ninth grade students’ English reading comprehension skills in Mafraq. The participants of the study were 100 ninth grade students who represented the experimental and control groups. To achieve the purposes of the study, the researcher designed a pre and post achievement test for students. The results of the study showed that there were statistically significant differences at the level of (a = 0.05) between the means scores of the ninth grade students’ performance of the control and experimental groups on the post achievement test in favor of the experimental group due to the training program. It is recommended that training programs should focus on providing students with explicit strategy instruction that enables them to become independent learners and good readers.
KEYWORDS
teacher training programs, reflective model, reading comprehension practices, English reading comprehension skills
Cite this paper
References
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American Educational Research Association. (2005). Teaching teachers: Professional development to improve student achievement. Washington: American Educational Research Association.
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Block, C., & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks, CA: Coruin Press.
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Center, Y., Freeman, L., Robertson, G., & Outhred, L. (1999). The effect of visual imagery training on the reading and listening comprehension of low listening comprehension in year 2. Journal of Research in Reading, 22, 241-256.
Chastain, K. (1988). Developing second language skills: Theory and practice (3rd ed.). Chicago: HBJ.
Conly, M. M. (2005). A study of teacher expectations, staff development for teachers, and mastery learning on student achievement in reading comprehension (Unpublished doctoral dissertation, Chicago University).
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Tempe, AZ: Education Policy Analysis Archives.
Denise, E. S. (2003). The influence of an early literacy professional development program’s practices on title 1 second grade students achievement (Unpublished doctoral dissertation, Saint Louis University).
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Edler, K. W. (1988). The effect of using predictions on a reader’s comprehension (Unpublished master thesis, University of Toledo).
Erten, I. H., & Karakas, M. (2007). Understanding divergent influence of reading activities on the comprehension of short stories. The Reading Matrix, 7(3), 113-132.
Eskey, D. (1988). Holding in the bottom: An interactive approach to the problem of sound language readers. In P. L. Carrell, J. Devine, and D. E. Esky (Eds.), Interactive approaches to second language learning (pp. 130-152). New York: Cambridge University Press.
Forte, B. (1999). The impact of professional development on teacher performance and student achievement (Unpublished doctoral dissertation, University of Illinois, Urban, Champaign, USA).
Gambrell, L., & Jawitz, P. (1993). Mental imagery, text illustrations, and children’s story comprehension and recall. Reading Research Quarterly, 28, 264-276.
Grabe, W. (1991). Current developments in second language research. TESOL Quarterly, 25, 375-406.
Grabe, W., & Stoller, L. F. (2002). Teaching and researching reading (p. 9). Harlow: Pearson Education.
Graham, L. (1993). Comparing two modes of teaching a question-answering strategy for enhancing reading comprehension: Didactic and self-Instructional training. Learn Disable Journal, 26(4), 270-279.
Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Hedgcock, J. S., & Ferris, D. R. (2009). Teaching readers of English students, texts, and contexts. New York: Routledge.
Joyce, B., and Showers, B. (1988). Student achievement through staff development. New York: Longman.
Kamalizad, J., & Jalilzadeh, K. (2011). Question-generation reading strategy of Iranian EFL learners. Sino-US English Teaching, 12(11), 731-736.
King, J. R., Biggs, S., & Lipsky, S. (1984). Students’ self-questioning and summarizing as reading study strategies. Journal of Reading Behavior, 3, 205-218.
Lesley, I .A. (2010). The effect of professional development activities of teachers on students’ tennessee comprehensive assessment program (TCAP) scores (Unpublished doctoral dissertation, Tennessee State University).
Ministry of Education. (2010). The results of exploring common errors among the eighth grade students in English language. The Ministry of Education.
Moghadam, M. K. (2008). The effect of strategies-based instruction on student’s reading comprehension of ESP Texts. English for Specific Purposes World, 17(7). Retrieved on April 16, 2009 from www.esp-world.info
Naik, S. P. (2004). Theory of teacher training. New Delhi: J. L. Kuumar for Anmol Publications.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved May 5, 2010 from http://www.nichd.gov./publications/nrp/smallbook.cfm
Peng, R. G., Hoon, T. L., Khoo, S. F., & Joseph, I. M. (2007). Impact of question-answer-relationships on reading comprehension (Pei Chun Public School and Marymount Convent Ministry of Education, Singapore).
Roy, P. A. (2000). An evaluation of the efficacy of teachers’ professional development of constructive instructional strategies and students achievement in a school district in Delaware (Unpublished doctorial dissertation, Wilmington College).
Sarah, E. (2009). Knowledge for teaching reading comprehension mapping the terrain (Unpublished doctoral dissertation, the University of Michigan, USA).
Shang, H. F., & Chang-Chien, I. J. (2010). The effect of self questioning strategy on EFL learners’ reading comprehension development. The International Journal of Learning, 17(2), 41-54.
Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica: Rand.
Thompson, O. B. (2008). A case study: The influence of the Pennsylvania High School Coaching Initiative on the change of teachers’ instructional practices and student achievement (Unpublished doctoral dissertation. Indiana University of Pennsylvania).
Walizer , B. R. (2004). The impact of preservice teacher guided reading tutorials on the achievement and attitude of second graders (Unpublished doctoral dissertation, Kansas State University).
Zhaohua, S. (2004). Effects of previewing and providing background knowledge on EFL reading comprehension of American documentary narratives. TESL Reporter, 37(2), 50-63.
American Educational Research Association. (2005). Teaching teachers: Professional development to improve student achievement. Washington: American Educational Research Association.
Anstey, M., & Freebody, P. (1987). The effects of various pre-reading activities on children’s literal and inferential comprehension. Reading Psychology, 8(3), 112-126.
Armbruster, B. B., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read. Washington: National Institute for Literacy.
Block, C., & Israel, S. (2005). Reading first and beyond: The complete guide for teachers and literacy coaches. Thousand Oaks, CA: Coruin Press.
Boatman, V. (2003). An investigation into the effect of long—Term staff development on teacher perceptions and reading achievement of young children (Unpublished doctoral dissertation, University of North Texas).
Boone, P. K. (2009). Linking professional development and student achievement in reading: Closing the gap for teacher and learner (Unpublished doctoral dissertation, Walden University).
Brodsky, J. (2011). The importance of reading. Retrieved June 29, 2010 from http://www.buzzle.com/articles/importance-of reading.html
Brown, G. S. (2004). The efficacy of question-answering instruction for improving year 5 reading comprehension (Unpublished doctoral dissertation, University of Western Sydney).
Carrell, P. (1998). Can reading strategies be successfully taught? The language teacher. Retrieved May 3, 2010 from http:// language.hyper.chubu.ac.jp/jalt/pub/tit/98/mar/carrel.html
Center, Y., Freeman, L., Robertson, G., & Outhred, L. (1999). The effect of visual imagery training on the reading and listening comprehension of low listening comprehension in year 2. Journal of Research in Reading, 22, 241-256.
Chastain, K. (1988). Developing second language skills: Theory and practice (3rd ed.). Chicago: HBJ.
Conly, M. M. (2005). A study of teacher expectations, staff development for teachers, and mastery learning on student achievement in reading comprehension (Unpublished doctoral dissertation, Chicago University).
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Tempe, AZ: Education Policy Analysis Archives.
Denise, E. S. (2003). The influence of an early literacy professional development program’s practices on title 1 second grade students achievement (Unpublished doctoral dissertation, Saint Louis University).
Duke, N., & Pearson, P. (2005). Effective practices for development reading comprehension. Newark: International Reading Association.
Edler, K. W. (1988). The effect of using predictions on a reader’s comprehension (Unpublished master thesis, University of Toledo).
Erten, I. H., & Karakas, M. (2007). Understanding divergent influence of reading activities on the comprehension of short stories. The Reading Matrix, 7(3), 113-132.
Eskey, D. (1988). Holding in the bottom: An interactive approach to the problem of sound language readers. In P. L. Carrell, J. Devine, and D. E. Esky (Eds.), Interactive approaches to second language learning (pp. 130-152). New York: Cambridge University Press.
Forte, B. (1999). The impact of professional development on teacher performance and student achievement (Unpublished doctoral dissertation, University of Illinois, Urban, Champaign, USA).
Gambrell, L., & Jawitz, P. (1993). Mental imagery, text illustrations, and children’s story comprehension and recall. Reading Research Quarterly, 28, 264-276.
Grabe, W. (1991). Current developments in second language research. TESOL Quarterly, 25, 375-406.
Grabe, W., & Stoller, L. F. (2002). Teaching and researching reading (p. 9). Harlow: Pearson Education.
Graham, L. (1993). Comparing two modes of teaching a question-answering strategy for enhancing reading comprehension: Didactic and self-Instructional training. Learn Disable Journal, 26(4), 270-279.
Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Hedgcock, J. S., & Ferris, D. R. (2009). Teaching readers of English students, texts, and contexts. New York: Routledge.
Joyce, B., and Showers, B. (1988). Student achievement through staff development. New York: Longman.
Kamalizad, J., & Jalilzadeh, K. (2011). Question-generation reading strategy of Iranian EFL learners. Sino-US English Teaching, 12(11), 731-736.
King, J. R., Biggs, S., & Lipsky, S. (1984). Students’ self-questioning and summarizing as reading study strategies. Journal of Reading Behavior, 3, 205-218.
Lesley, I .A. (2010). The effect of professional development activities of teachers on students’ tennessee comprehensive assessment program (TCAP) scores (Unpublished doctoral dissertation, Tennessee State University).
Ministry of Education. (2010). The results of exploring common errors among the eighth grade students in English language. The Ministry of Education.
Moghadam, M. K. (2008). The effect of strategies-based instruction on student’s reading comprehension of ESP Texts. English for Specific Purposes World, 17(7). Retrieved on April 16, 2009 from www.esp-world.info
Naik, S. P. (2004). Theory of teacher training. New Delhi: J. L. Kuumar for Anmol Publications.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved May 5, 2010 from http://www.nichd.gov./publications/nrp/smallbook.cfm
Peng, R. G., Hoon, T. L., Khoo, S. F., & Joseph, I. M. (2007). Impact of question-answer-relationships on reading comprehension (Pei Chun Public School and Marymount Convent Ministry of Education, Singapore).
Roy, P. A. (2000). An evaluation of the efficacy of teachers’ professional development of constructive instructional strategies and students achievement in a school district in Delaware (Unpublished doctorial dissertation, Wilmington College).
Sarah, E. (2009). Knowledge for teaching reading comprehension mapping the terrain (Unpublished doctoral dissertation, the University of Michigan, USA).
Shang, H. F., & Chang-Chien, I. J. (2010). The effect of self questioning strategy on EFL learners’ reading comprehension development. The International Journal of Learning, 17(2), 41-54.
Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica: Rand.
Thompson, O. B. (2008). A case study: The influence of the Pennsylvania High School Coaching Initiative on the change of teachers’ instructional practices and student achievement (Unpublished doctoral dissertation. Indiana University of Pennsylvania).
Walizer , B. R. (2004). The impact of preservice teacher guided reading tutorials on the achievement and attitude of second graders (Unpublished doctoral dissertation, Kansas State University).
Zhaohua, S. (2004). Effects of previewing and providing background knowledge on EFL reading comprehension of American documentary narratives. TESL Reporter, 37(2), 50-63.