Date of Award

11-2020

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Curriculum & Instruction

First Advisor

Negmeldin Alsheikh

Second Advisor

Sara Al Aleeli

Abstract

This study aimed at exploring the effect of the guided reading approach on promoting reading fluency skills for middle school students. An explanatory mixed-method design was employed to achieve the purpose of this study. The quantitative phase of the study featured a pre and post-test after the implementation of a guided reading program for six weeks. The qualitative phase of the study featured by a collection of documents of evaluations which were conducted biweekly during the implementation of the program. These evaluative checklists were used to measure the students’ progress in reading fluency skills. The participants of this study were eighth-graders students who were selected conveniently and purposively (n = 27). Generally, the results collected from the pre-and post-test indicated that there is a significant difference between the pre and post-test in terms of reading fluency skills: word read, word correct per minute (WCPM), and accuracy in favor of the post-test results. The qualitative results revealed that the use of the guided reading program to promote reading fluency skills leads to incremental progress in the word read, word correct per minute (WCPM), and accuracy skills. The study discussed critical issues related to eighth-graders’ reading fluency skills including, promoting reading fluency skills, and it suggests some recommendations for teachers, curriculum designers, and proposes some implications for future research.

Arabic Abstract

ھﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ اﺳﺘﻜﺸﺎف ﺗﺄﺛﯿﺮ اﺳﺘﺨﺪام اﻟﻘﺮاءة اﻟﻤﻮﺟﮭﺔ ﻓﻲ ﺗﻌﺰﯾﺰ اﻟﻘﺮاءة ﺑﻄﻼﻗﺔ ﻟﺪى طﻼب اﻟﺼﻒ اﻟﺜﺎﻣﻦ. وﻗﺪ اﻋﺘﻤﺪت اﻟﺪراﺳﺔ ﻋﻠﻰ اﺳﺘﺨﺪام اﻟﻤﻨﮭﺞ اﻟﻤﺨﺘﻠﻂ ﻟﻠﺤﺼﻮل ﻋﻠﻰ ﻧﺘﺎﺋﺞ واﺿﺤﺔ وﻗﻮﯾﺔ ﺗﻮﺿﺢ ﻟﻨﺎ ھﺪف اﻟﺪراﺳﺔ ﻣﻦ ﺧﻼل اﺳﺘﺨﺪام ﻣﻮاد واﺳﺘﺮاﺗﯿﺠﯿﺎت ﺗﻌﺰز اﻟﻘﺮاءة ﺑﻄﻼﻗﺔ. وﻗﺪ اﺷﺘﻤﻠﺖ اﻟﺪراﺳﺔ ﻋﻠﻰ ﻣﺮﺣﻠﺘﯿﻦ ﺣﯿﺚ ﻛﺎﻧﺖ اﻟﻤﺮﺣﻠﺔ اﻷوﻟﻰ ﻣﻦ اﻟﺪراﺳﺔ ﺗﺘﻤﺜﻞ ﻓﻲ اﻟﺠﺎﻧﺐ اﻟﻜﻤﻲ ﻟﻠﺪراﺳﺔ واﻟﺬي ﯾﺘﻌﻠﻖ ﺑﺈﺟﺮاء اﻻﺧﺘﺒﺎر اﻟﻘﺒﻠﻲ ﻟﻘﯿﺎس ﻣﺴﺘﻮى اﻟﻄﻼب ﻓﻲ ﻣﮭﺎرات ﻋﺪد اﻟﻜﻠﻤﺎت اﻟﻤﻘﺮوءة وﻋﺪد اﻟﻜﻠﻤﺎت اﻟﻤﻘﺮوءة ﺑﺎﻟﺪﻗﯿﻘﺔ اﻟﻮاﺣﺪة ودﻗﺔ اﻟﻘﺮاءة ﺑﻌﺪھﺎ ﺗﻢ ﺗﻄﺒﯿﻖ اﻟﺒﺮﻧﺎﻣﺞ اﻟﻘﺎﺋﻢ ﻋﻠﻰ اﺳﺘﺨﺪام اﻟﻘﺮاءة اﻟﻤﻮﺟﮭﺔ ﻟﻤﺪة اﺳﺘﻤﺮت ﺳﺘﺔ أﺳﺎﺑﯿﻊ وﻣﻦ ﺛﻢ إﺟﺮاء اﻻﺧﺘﺒﺎر اﻟﺒﻌﺪي ﻟﻘﯿﺎس اﻟﻤﻜﺘﺴﺒﺎت اﻟﻤﺘﺤﺼﻠﺔ ﻟﻠﻤﮭﺎرات اﻟﻘﺮاءة ﺑﻄﻼﻗﺔ. أﻣﺎ اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻧﯿﺔ ﻣﻦ اﻟﺪراﺳﺔ ﺗﺸﺘﻤﻞ ﻋﻠﻰ اﻟﺠﺎﻧﺐ اﻟﻜﯿﻔﻲ ﻟﻠﺪراﺳﺔ وﯾﺘﻀﻤﻦ ﺗﺤﻠﯿﻞ اﻟﻮﺛﺎﺋﻖ اﻟﺘﻘﯿﯿﻢ اﻻﺳﺒﻮﻋﻲ ﻟﻘﯿﺎس ﺗﻄﻮر اﻟﻄﻠﺒﺔ ﺧﻼل اﻟﺒﺮﻧﺎﻣﺞ. وﻗﺪ ﺗﻢ اﺧﺘﯿﺎر اﻟﻌﯿﻨﺔ اﻟﻤﺘﺎﺣﺔ (n = 27) ﻣﻦ طﻠﺒﺔ اﻟﺼﻒ اﻟﺜﺎﻣﻦ. وﻗﺪ اﺳﻔﺮت اﻟﻨﺘﺎﺋﺞ اﻟﻜﻤﯿﺔ ﻋﻠﻰ وﺟﻮد ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼﺎﺋﯿﺔ ﺑﯿﻦ اﻻﺧﺘﺒﺎرﯾﻦ اﻟﻘﺒﻠﻲ واﻟﺒﻌﺪي ﻓﻲ أداء اﻟﻄﻼب ﻟﻤﮭﺎرات: ﻋﺪد اﻟﻜﻠﻤﺎت اﻟﻤﻘﺮوءة وﻋﺪد اﻟﻜﻠﻤﺎت اﻟﻤﻘﺮوءة ﺑﺎﻟﺪﻗﯿﻘﺔ اﻟﻮاﺣﺪة ودﻗﺔ اﻟﻘﺮاءة وﻛﺎﻧﺖ ﻟﺼﺎﻟﺢ اﻻﺧﺘﺒﺎر اﻟﺒﻌﺪي. ﻛﻤﺎ وأﻛﺪت اﻟﻨﺘﺎﺋﺞ اﻟﻜﯿﻔﯿﺔ ﻋﻠﻰ ان اﺳﺘﺨﺪام ﺑﺮﻧﺎﻣﺞ اﻟﻘﺮاءة اﻟﻤﻮﺟﮭﺔ ﻗﺪ أدى إﻟﻰ ﺗﻄﻮر ﺗﺪرﯾﺠﻲ ﻓﻲ أداء اﻟﻄﻼب ﻟﻤﮭﺎرات ﻋﺪد اﻟﻜﻠﻤﺎت اﻟﻤﻘﺮوءة وﻋﺪد اﻟﻜﻠﻤﺎت اﻟﻤﻘﺮوءة ﺑﺎﻟﺪﻗﯿﻘﺔ اﻟﻮاﺣﺪة ودﻗﺔ اﻟﻘﺮاءة. ﻓﻨﺮى أن اﻟﺪراﺳﺔ ﻗﺪ ﺗﻨﺎوﻟﺖ ﻗﻀﺎﯾﺎ ﻣﺘﻌﻠﻘﺔ ﺑﻜﯿﻔﯿﺔ ﺗﻄﻮﯾﺮ ھﺬه اﻟﻤﮭﺎرات ﻛﻤﮭﺎرات أﺳﺎﺳﯿﺔ ﻓﻲ ﺗﻄﻮﯾﺮ ﻣﮭﺎرة اﻟﻘﺮاءة ﺑﻄﻼﻗﺔ ﻟﺪى طﻠﺒﺔ اﻟﺼﻒ اﻟﺜﺎﻣﻦ واﻟﺘﻲ اﺳﺘﻨﺘﺠﺖ ﻣﻨﮭﺎ ﺑﻌﺾ اﻟﺘﻮﺻﯿﺎت اﻟﻤﻮﺟﮭﺔ ﻟﻠﻤﺪرﺳﯿﻦ واﻟﻤﺨﺘﺼﯿﻦ ﻓﻲ اﻋﺪاد ﻣﻨﺎھﺞ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ وﻣﺤﺎوﻟﺔ ﺗﻘﺪﯾﻢ ﺑﻌﺾ اﻻﻗﺘﺮاﺣﺎت ﻋﻨﺪ إﺟﺮاء اﺑﺤﺎث اﺧﺮى ﻣﺴﺘﻘﺒﻼ.

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