The Impact of Using Storyboards on Improving Reading skills of Third-Grade Students with Reading Disabilities in Jordanian Context

Abstract

This study aimed to identify the effect of using the storyboard method on improving the reading skill of third-grade students with reading disabilities in Jordan. Many Arabic language learners with reading disabilities cannot distinguish between Arabic letters that look similar in the graph but have different pronunciations. The present study investigated the impact of the storyboard method on learning the skill of distinguishing between Arabic letters that look similar in form but those pronounced differently. The sample of the study consisted of (40) students with reading difficulties assigned equally into an experimental and control group. The experimental group consisted of 20 male and female students taught using the storyboard method, and the control group consisted of 20 male and female students taught using the traditional method. The findings of the study showed that the storyboard method improves the ability of students to distinguish between Arabic letters that look similar in written form but pronounced differently better than those involved in the traditional way of teaching. The study also found out that gender did not affect learning reading skills. The researchers recommend the use of the storyboard method in teaching different language skills. https://doi.org/10.26803/ijlter.19.1.10