Abstract
The current study looked at how the "predict, organize, search, summarize, and evaluate" (POSSE) strategy affected the reading comprehension of Jordanian EFL students. The participants, 40 female tenth graders from Kufir Youba Secondary School for Girls, Irbid, Jordan, were divided into a control and an experimental group of 20 students each. The POSSE strategy was implemented in teaching reading comprehension to the experimental group, whereas the conventional method was utilized in teaching the control group. A quasi-experimental design was followed to collect data. A reading comprehension pre-posttest was developed for both study groups to meet the study’s purpose. The study's findings revealed that students in the experimental group outperformed those in the control group on the post-test. In light of the current study and its results, the researcher recommended utilizing the POSSE strategy to improve students’ reading comprehension.
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