This study aims to investigate the effect of cultural background knowledge on learning English Language. It also aims to investigate if there are significant differences between subjects' performance in reading comprehension according to sex and general ability in English (GAE). The study aims at answering the following questions: 1. To what extent is the effect of cultural background knowledge on subjects' performance in reading comprehension? 2. What is the difference in performance in reading comprehension between male and female subjects who have cultural background knowledge and those who do not have any knowledge? 3. What is the difference between subjects' performance in reading comprehension texts which are loaded with American culture and their general ability in English. ?The population of this study consisted of all first-year students majoring in English at Hebron University in the first semester of the academic year 2011/2012. They were 600. The sample of the study consisted of 60 subjects, males and females divided into four groups, two experimental and two controlled. The researcher followed the experimental method. Means, standard deviations and Pearson Product Moment Correlation were calculated by using SPSS program. The study revealed the following results: 1. There are statistically significant differences in performance in reading comprehension between subjects who have cultural background knowledge and those who do not have any knowledge. 2. There are no statistically significant differences in performance in reading comprehension between male and female subjects who have cultural background knowledge and those who do not have any knowledge. 3. Subjects' GAE revealed that there are significant differences in performance in reading comprehension between subjects who have cultural background knowledge and those who do not have any knowledge.In the light of the results of the study, the researcher recommends the following: Teachers should activate two types of prior knowledge when introducing new information: subject knowledge and cultural knowledge.

Abstract-Over one million people suffer from a traumatic brain injury every year in the conflict areas and around the world, many of whom are students between the ages of 5 and 18.This study aims at investigating the effect of traumatic brain injury on learning English language. The sample of the study consists of 16 second grade children with a primary diagnosis of Traumatic Brain Injury (TBI). They were 16, 3 girls and 13 boys. This study tries to answer the following questions: 1-What is the effect of TBI on learning English as a foreign language? 2-What is the effect of TBI on pronouncing simple words? 3-What is the effect of TBI on writing simple words and simple sentences?To achieve the purpose of the study, the researcher contacted families by phone, email or by a written form to obtain information about their children and to determine their general eligibility. Parents were asked whether the child had any history of language disorder, whether their child's TBI was secondary to another disorder or disability, specifically language. Parents also confirmed that the child was currently attending a private school or private institution. After the general procedures and aims of the study were explained, families interested in participating scheduled a testing time at their desired location. The Second step in the procedure is providing students with two different tests concerning learning English language, spoken and written tests. SPSS program was used to the run analyses.Index Terms-Traumatic brain injury, effect, learning English language.

Shadow teaching is a professional service offered to the school and family to better manage the needs of students who have a learning difference.   Shadow teachers are employed by the parents to work with their child at school. This study tries to answer the following questions: what is the role of the shadow teacher in the classroom? To what extent do shadow teacher help in improving students' ability in learning? What are the key elements for successful shadow teaching?  To achieve the purpose of the study, the researcher prepared a questionnaire concerning the questions of the study and observed the shadow teacher's performance in the class room in the American Academy Nablus. Means, standard deviations and percentages were calculated by using SPSS program. The present study revealed the following results:  Shadow teacher plays an important role in providing additional support, throughout the school day, academically and psychologically, to those students enrolled in the Optimal Learning (OL) program that need this additional support. In the light of the present study, the researcher recommended providing Palestinian schools with shadow teachers to help students with special need.