KWL-Plus Effectiveness on Improving Reading Comprehension of Tenth Graders of Jordanian Male Students

Abstract

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...

The Effectiveness of Task-Based Instruction on the Reading Comprehension Ability of EFL Students at the University of Tabuk

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Vận Dụng Kỹ Thuật Dạy - Học KWLH Nhằm Phát Huy Tính Chủ Động, Sáng Tạo Của Sinh Viên Trong Quá Trình Học Tập Theo Tiêu Chuẩn 8 Của Cdio

“…Như vậy, các nhà nghiên cứu đã bổ sung phần lập bản đồ thể hiện sự tương quan về nội dung và tóm tắt tài liệu vào chiến lược KWL truyền thống. Theo nhà nghiên cứu Ogle, KWL giúp người học đọc được tốt hơn các tài liệu và tương tác nhiều hơn trong quá trình dạy và học [3]. Sau khi thực hiện một số hoạt động trong các cột của KWL-Plus, người học được khuyến khích sử dụng nó như một chiến lược học tập độc lập để kích hoạt kiến thức trước đây của họ, khuyến khích họ tìm hiểu và xác định những gì họ học được.…”

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