أساليب تنمية المهارات الفرعية للقراءة لدى طلاب المرحلة الثانوية السودانية الصف الأول نموذجاً

Abstract

“Methods of Developing the Reading Sub-Skills among High School Students – the First Grade as a Model”

The research has aimed at: 1. Identifying the reading sub-skills. 2. Disclosing the most important methods that can be used in developing the students’ skills. 3. Preparing a program to develop some reading skills among the first grade students of secondary level. 4. Highlighting the most important means that can be used in the development of sub-skills.

The researcher has used the descriptive and experimental approach to measure the difference of achievement between the experimental group and the control group, and to describe and illustrate the studied phenomenon by collecting information about the problem, and classifying and subjecting it to research. The study sample consists of:

1. 50 female students from secondary first grade (25 students of the experimental group and 25 students of the control group) 2. 37 male & female teachers. 3. And two mentors.

The tools of the study are: questionnaires, pre and post tests, interviews, and observations.

Some most important results of the study are as follows:

1. Reaching to a list of sub-reading skills (necessary to the secondary first grade students). 2. Proof of the effectiveness of the program and its contents such as objectives, methods, learning materials, associated activities, evaluation, and reinforcement in the development of students’ skills. 3. The existence of statistically significant difference between the average scores of female students in the experimental group during the pre and post applications of reading test in favor of the post application. 4. The existence of statistically significant difference between the average scores of female students in the experimental group and the control group at the levels of reading speed in favor of the experimental group. 5. The results have proved that the teachers use the methods which lead to the development of reading skills at a low level or less than average level.

Some most important recommendations of the research are as follows:

1. The teaching of the skills such comprehension, criticism, speed, development of vocabulary, and the literary appreciation should be included in the secondary level reading books. The learning of such skills shouldn’t be left to occur accidentally or implicitly. Because the learner cannot acquire them without a systematic and intended learning. 2. To pay attention to the skills of reading and to train students on them. This training should start from the basic stage and continue to the secondary and university levels. 3. To develop the reading sub skills of the secondary level students, and to make them aware of importance of those skills by holding seminars and associated activities. 4. Since the periods of reading to teach appropriate reading skills are not sufficient at secondary level of many sample schools, the researcher recommends to increase the number of periods for reading including library reading, free reading, and electronic reading.

Some recommendations of the researcher are as follows:

1. To conduct such research on other levels and stages and to use some teaching strategies to enable reading skills. 2. To prepare a teachers training program -while they are in service- on appropriate reading skills to secondary level students. 3. To evaluate the impact of some teaching methods used by teachers on improving students’ literacy orientation.