The main purpose of the study is to examine the effectiveness of the KWL-Plus strategy on the performance of the Jordanian Tenth Grade male students in reading comprehension. To achieve this aim, the sample of the study was selected from a private school and a public school. They participants were divided into an experiment group and a control group. All the public school students represented the experimental group. Whereas, the private school students represented the control group. The experimental group was taught reading with the KWL-Plus strategy, while the control group was taught with the conventional reading strategies. To collect the data, pre and post reading comprehension tests were administered. The pre-test was conducted prior to the application of the strategy, and the post-test was given to the students in the two groups after the application of the strategy. Data were analyzed by using mean scores, standard deviation, t-test and covariance. The findings indicated that the experimental group of the public school scored higher on the reading comprehension post-tests than their peers did in the control group. The researcher concluded that the strategy was effective in improving the reading comprehension performance and recommended that the strategy should be integrated into the English curriculum of the Jordanian schools. Index Terms-KWL-plus, reading strategies, reading comprehension I. BACKGROUNDResearchers, Johnson, Symons, McGoldrick, and Kurita (1989) indicated reading comprehension strategies were neglected as a formal component of schools curriculum until the 1970s. Since then, the significance of reading comprehension strategies has been realized by many research studies. Short& Ryan (1984), Rosenshine, Meister, and Chapman (1996) have indicated that students employing reading strategies in their reading classrooms are more capable to understand reading texts than students who do not apply reading strategies.English language teaching in Jordan has changed significantly in the last 25 years, in terms of content, pedagogy, assessment, and achieved learning outcomes. Obaidat (1997) pointed out that English education in Jordan is instrumental. It is meant to enhance better cooperation and communication between Jordan the international community.English education is in Jordan at public and private schools starts as early as the first grade when children are at the age of six, and it continues up to grade twelve when students reach the age of 18. Al-Jamal (2007) indicated that Jordan Ministry of Education has worked tediously on improving English education. It has started to call for integrating new methodologies and instructional techniques for the four English language skills, particularly, employing new reading strategies that give learners many opportunities for discussion, participation and writing about what they have learned from reading texts.The current study introduces the KWL-Plus as a new meta-cognitive reading strategy to the Jordanian schools educational context. The researcher has fou...

Spelling words accurately is not an easy process. Instead, it is a complex developmental skill. Due to this fact, several studies have recently investigated learners' spelling ability and how this skill develops in different stages. The main purpose of this study is to examine the developmental nature of Saudi intermediate school students' acquisition of spelling knowledge as measured by the Schlagal's Qualitative Spelling Inventory (designed to assess spelling error patterns). Further, it aims at determining whether Saudi intermediate school students' spelling performance improves as their grade level increases or decreases based on word-level complexity or difficulty. In fact, this study is significant since it reflects the progress of Saudi intermediate school students not only in spelling, but in other literacy areas such as reading, and listening. A strong parallel has been found between spelling, reading and listening. The sample of the study was 300 participants, all of whom were 7th and 9th male graders who study at intermediate public schools in Riyadh, Saudi Arabia. Spelling features and word spelling scoring scales were used to score the given data. The findings showed that the 7th-grade students were listed at the phonetic stage, while the 9th-grade students were listed at the patterns within words stage and syllable juncture stage. Besides, the findings revealed that students' spelling performances improved as their grade level increased. Moreover, students' spelling performances were decreased with the increase of word-level difficulty or complexity.

Spelling words accurately is not an easy process. Instead, it is a complex developmental skill. Due to this fact, several studies have recently investigated learners' spelling ability and how this skill develops in different stages. The main purpose of this study is to examine the developmental nature of Saudi intermediate school students' acquisition of spelling knowledge as measured by the Schlagal's Qualitative Spelling Inventory (designed to assess spelling error patterns). Further, it aims at determining whether Saudi intermediate school students' spelling performance improves as their grade level increases or decreases based on word-level complexity or difficulty. In fact, this study is significant since it reflects the progress of Saudi intermediate school students not only in spelling, but in other literacy areas such as reading, and listening. A strong parallel has been found between spelling, reading and listening. The sample of the study was 300 participants, all of whom were 7th and 9th male graders who study at intermediate public schools in Riyadh, Saudi Arabia. Spelling features and word spelling scoring scales were used to score the given data. The findings showed that the 7th-grade students were listed at the phonetic stage, while the 9th-grade students were listed at the patterns within words stage and syllable juncture stage. Besides, the findings revealed that students' spelling performances improved as their grade level increased. Moreover, students' spelling performances were decreased with the increase of word-level difficulty or complexity.

Spelling words accurately is not an easy process. Instead, it is a complex developmental skill. Due to this fact, several studies have recently investigated learners’ spelling ability and how this skill develops in different stages. The main purpose of this study is to examine the developmental nature of Saudi intermediate school students' acquisition of spelling knowledge as measured by the Schlagal's Qualitative Spelling Inventory (designed to assess spelling error patterns). Further, it aims at determining whether Saudi intermediate school students' spelling performance improves as their grade level increases or decreases based on word-level complexity or difficulty. In fact, this study is significant since it reflects the progress of Saudi intermediate school students not only in spelling, but in other literacy areas such as reading, and listening. A strong parallel has been found between spelling, reading and listening. The sample of the study was 300 participants, all of whom were 7th and 9th male graders who study at intermediate public schools in Riyadh, Saudi Arabia. Spelling features and word spelling scoring scales were used to score the given data. The findings showed that the 7th-grade students were listed at the phonetic stage, while the 9th-grade students were listed at the patterns within words stage and syllable juncture stage. Besides, the findings revealed that students' spelling performances improved as their grade level increased. Moreover, students' spelling performances were decreased with the increase of word-level difficulty or complexity.

The study attempted to explore the EFL Saudi university students' perceptions of the impact of video material on their listening skill. More specifically, the study attempts to answer the following primary question; "To what extent do Saudi EFL students perceive that video integration in listening classrooms is effective on their listening comprehension level?" The sample of the study consisted of 18 male students majoring in English, between 18-20 years old, enrolling in English 044 course for the listening and speaking skills during the first semester of 2014. They were studying at the English Department of College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University, Riyadh-Kingdom of Saudi Arabia. The instruments of the study included a close-ended questionnaire, and open-end question in which the respondents were asked to write a short paragraph expressing their preferences to either video utilization or audio usage. The SPSS program was used for data analysis of the close-ended questionnaire, namely T-test, Percentages, Means and Standard Deviations were calculated to analyze the study participants' responses to the questionnaire items. Quantitative analysis was also used to interpret the study participants'responses to the open-ended question. The results of the study indicated that there were statistically significant differences in the subjects' perceptions of videos and audios integration in the listening skill in favor of videos utilization. The quantitative analysis revealed that students were more interested in learning to listen with videos rather than learning with audios. Recommendations were stated for researchers, teachers of English, stakeholders, and educational institutions in Saudi Arabia.