Reading Comprehension Post-test Research Articles

Improving Student’s Reading Comprehension Through LRD (Listen–Read– Discussion) Strategy at the Eighth Grade of MTS At-Taqwa Jambi

This research was done to improve students’ reading comprehension through LRD (Listen-Read-Discussion) strategy. The background of this research was the eighth grade students of MTS At-Taqwa Jambi had the problem in reading comprehension including students reading comprehension was low, students were difficult to find the elements of reading and it was difficult for students to determine the main idea of the text. Furthermore, this research aimed to find out whether there was an improvement in students’ reading comprehension through LRD (Listen-Read-Discussion) strategy at among the eighth - grade students of MTS At-Taqwa Jambi. This research was a classroom action research (CAR). This classroom action research divided into two cycles that referred to the classroom action research procedures were planning, implementing of action, observing, and reflecting. The research data were collected through observation checklist and tests. The test was given to the students in form of a reading comprehension post-test at the end of learning at each cycle. The subject of this research was the eighth grade students of MTS At-Taqwa Jambi. The total number of students in the class was 22 students. The result of the analysis showed that the LRD (Listen-Read-Discussion) strategy could improve students reading comprehension. The result of students reading comprehension test was showed in two cycles. The result showed that there were improvements in students’ reading comprehension scores and reading activity through LRD (Listen-Read-Discussion) strategy. The result obtained by students in the cycle I the average score of the class was 58,52. In the cycle II results obtained by students the average score of the class was 75,57, also students were not difficult in finding the elements of reading in the text and more focused in reading the material in “Read” section. Based on the students’ results in cycle I and cycle II could be concluded that the minimum criteria for score was reached. The minimum criteria for the score (KKM) was 75. Furthermore, it could be conclude that the use of LRD (Listen-Read-Discussion) strategy could improve students’ reading comprehension.

Effects of Cohesion Analysis-Based Instructions (CABI) on English as Foreign Language (TEFL) Students’ Reading Comprehension and Self-Efficacy

This study examined effects of CABI on grade 11 EFL students’ reading comprehension and self-efficacy using reading self-efficacy as mediating variable at Azezo Secondary School, Gondar City Administration. The study employed a quasi-experimental design with quantitative approach. Thus, intact groups were selected using simple random sampling technique, and one out of these groups was assigned as an experimental group (n=52) while the other as a control group (=52) by lot; both of them were selected using lot method. Then, the experimental group was taught using CABI, whereas the control one was taught using conventional way of teaching reading. In order to collect the data, reading comprehension test and reading self-efficacy questionnaire were used as data collecting instruments. The data were analyzed using chi square, independent samples t-test and SEM. The results of the study indicated that there was a direct significant difference (B = 1.781, CR = 5.844 (>±1.96), p < .05) between the control and experimental group students’ reading comprehension posttest scores in favor of the experimental group participants. Besides, the result showed that there is significant effect (β = .533, CR = 4.630 (>±1.96), p < .05) of CABI on experimental group students’ reading self-efficacy beliefs posttest score in comparison to the control one. In the same vein, the result (β = .825, CR = 3.855(>±1.96), p < .05) unveil that CABI had positive effect on experimental group participants’ reading comprehension posttest score through reading self-efficacy compared to the control group students. Hence, the instruction has a positive effect on reading comprehension both directly and indirectly (through reading self-efficacy). This implies that reading self-efficacy partially mediates the causal relationship between CABI and reading comprehension.

The Effect of the MAP Growth Test on Primary School Students’ Reading Comprehension: American Excellence Schools as a Case Study

Objectives: The purpose of this study is to investigate the effect of using the MAP Growth test in improving the reading comprehension of primary school students. The study uses American Excellence Schools in Jordan as a case study. Methods: The study sample included 30 male and female students who studied at American Excellence Schools which is a private school registered with the Directorate of Education of Amman. The study used a quasi-experimental design. The sample was divided into two experimental groups based on their performance in the MAP Growth pre-test assessment. A special instructional program was designed for each experimental group according to the directions in the user guide of the MAP Growth test so as to focus on the weaknesses and missing skills of each group, which were identified based on the results of the MAP Growth pre-test assessment. Upon the completion of the intstructional program, students took the MAP Growth post-test assessment, and data was analyzed to find whether there is any statistically significant differences at (α = 0.05) in the students’ mean scores in the reading comprehension post-test due to the use of the Map Growth test. Results: The results showed that there were statistically significant differences at the level (α = 0,05) in the total score of students’ reading comprehension for the two groups in favor of the post-test due to the use of the instructional program. Conclusions: The researchers recommend using the MAP growth test to enhance students’ reading comprehension skills. Speak Speak Speak

THE EFFECT OF USING AUTHENTIC MATERIALS ON READING COMPREHENSION ACROSS SECONDARY STUDENT’ COGNITIVE LEARNING STYLE

The teaching of reading nowadays is urged to empower students to cope with 21st century literacy challenges and to develop prevailing 21st century. Further, English teachers have to implement interesting and creative materials and strategies to motivate students in learning English. Compared to non-authentic materials, authentic materials seemed more promising to fulfill the demand. The aim of this study was to investigate whether or not the use of authentic materials in the classroom in teaching reading comprehension is effective toward students’ cognitive learning styles. The effect of authentic materials was compared to the non-authentic ones. This study employed a quasi-factorial 2 x 2 design and involved 68 tenth graders SMKN 3 Banjarmasin, South Kalimantan Province. The instruments used were reading comprehension posttest and GEFT. Statistical analysis was performed using SPSS 23.0 to test hypotheses at .05 level of significance. The results showed that authentic materials improved students’ reading comprehension compared to the non-authentic ones. It conforms to the theory of authentic materials and the previous studies indicating authentic material is effective in improving students’ reading comprehension. It was further found that there was no significant difference in the reading comprehension between field independent and field dependent students. Based on the results, it can be concluded that using authentic materials is promising alternative materials to help students increase students’ reading comprehension with different cognitive learning styles.

Building up Students’ Reading Comprehension Through Strategy Using Authentic Materials at Senior High School

Building up Students’ Reading Comprehension through Peer Review Strategy using Aunthentic Materials at SMP Negeri 10 Palopo. The objective of this research was to find out the effectiveness of Peer Review Strategy using Aunthentic Materials in teaching reading comprehension at SMP Negeri 10 Palopo. The researcher applied pre-experimental design. The population of this research was the eighth grade students of SMP Negeri 10 Palopo. The total number of population was 247 students. In determining the sample, the researcher used cluster random sampling technique and the researcher took 24 students as sample. The instrument of this research were reading test. The result of the research shows that the use of Peer Review strategy using Authentic materials is effective in teching reading comprehension. It is proven that the mean score of the pre-test is 53.08 and the mean score of the post-test is 70.96. The standard deviation of pre-test is 16.795 and the standard deviation of post-test is 15.730. While t-test = 0,000, (α) = 0.05. It means that t-test is smaller than (α), so there is a significant different between pre-test and post-test of students reading comprehension before and after the researcher gave the treatment. It is showed that the null hypothesis (Ho) is rejected, while the alternative hypothesis (H1) is accepted. Therefore, it can be conculded that Peer Review Starategy in Authentic Materials is effective in teaching reading comprehension.

Investigating the effectiveness of blended learning in reading proficiency: Evidence from intermediate EFL learners

As an alternative solution to solve different reading comprehension problems in learning English as a foreign language (EFL), it is necessary to implement a blended learning model that combines both online and face-to-face (f2f) teaching modes. This study aimed at investigating the impact of blended learning on Iranian intermediate EFL learners’ reading proficiency. Sixty EFL learners were chosen based on their performance on Oxford Placement Test. Then, they were divided into two groups (an experimental and a control group). The experimental group received reading materials through blending learning techniques and the control group received training in the traditional way. During treatment, the teacher designed and assigned activities for students to read the text effectively and reinforce their comprehension. The activities were designed to teach reading like scanning, skimming, and reading for accurate comprehension. Afterward, both groups participated in the reading post-test at the end of the study. The results showed that the experimental group outperformed the control group in the post-test of reading comprehension and the intra-group progress was higher for the experimental group than the control group.

Engaging EFL Learners in Reading: A Text-Driven Approach to Improve Reading Performance

Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition principles including both emotional and cognitive engagement. The current quasi-experimental study was conducted to investigate its effect on EFL learners’ reading comprehension. The study involved 62 Vietnamese EFL teenage learners (aged from 14 to16) from two intact classes at an English language center in the Mekong Delta of Vietnam. One class with 31 learners was assigned to the experimental group whose reading lessons employed a text-driven framework for adapting tasks from a textbook used by the center. The other class, who followed reading activities provided in the textbook, was treated as the control group. Two reading comprehension tests, a pretest and a posttest, were administered before and after a 13-week intervention. The results showed that the experimental group outperformed the control group on the reading comprehension posttest. In interviews with selected learners, they also reported feeling more engaged and motivated to read.

Reading Better?: Enhancing Thai EFL Secondary School Students' Reading Comprehension Abilities with the Use of Graphic Organizers

The purpose of this study is to examine the effectiveness of utilizing graphic organizers to enhance Thai EFL students' reading comprehension abilities and their opinions regarding using graphic organizers for reading comprehension. To gather information from sixty-four upper secondary school students at a public school in Bangkok, this research study used 1) instructional instruments: ten reading passages from a coursebook and ten graphic organizers designed by the researcher; and 2) research instruments: two English reading comprehension tests with multiple-choice, true/false, and short-answer questions, and focus-group interviews about students' opinions toward English reading instruction using graphic organizers. The data were analyzed using descriptive statistics, including mean scores, normalized gains, standard deviations, and inferential statistics, namely the dependent t-test and Cohen’s d. The results indicated that the mean score on the reading comprehension post-test was significantly higher than the mean score on the pre-test at the 0.05 level of significance, and the experimental group acquired a higher score (M=87.00, SD=10.55) than the control group (M=51.18, SD=12.127) with the effect size of .846. Students exhibited a favorable opinion toward English reading instruction employing graphic organizers; and the average normalized gain was in the high gain range, g> = 0.78. Additionally, this research established that English reading instruction employing graphic organizers benefited students with low reading abilities and improved their abilities to comprehend what they read. The findings of this study provide potential avenues for improving students' reading comprehension.
  

The Effectiveness of Blended Synchronous and Asynchronous Learning for Teaching Reading Comprehension

Some studies investigated the use of synchronous and asynchronous learning in EFL classrooms. However, the investigation of blended synchronous and asynchronous learning use in the reading comprehension class was scarce. Therefore, the researchers in this present study focused on investigating the effectiveness of the blended synchronous and asynchronous learning implementation for teaching reading comprehension. This study aimed to know whether or not there was a significant difference in the students’ reading comprehension ability before and after the blended synchronous and asynchronous learning implementation. This was a pre-experimental study with a one-group pretest-posttest design. Meanwhile, the population in this study were three classes of the third-semester students of non-English departments of a university in Jombang. One class consisting of twenty-five students was taken as the sample using purposive sampling. The experimental students were given a pretest of reading comprehension before getting the six-meeting treatment of blended synchronous and asynchronous learning. After the treatment finished, they did the reading comprehension posttest. After all the reading scores were collected, the descriptive statistics, normality test, and paired sample t-test were applied using SPSS. The t-test result showed that the obtained t-count (11.616) was higher than the t-table (2.063). That result revealed that the students’ reading comprehension ability was significantly different before and after the blended synchronous and asynchronous learning application. Thus, blended synchronous and asynchronous learning was effective for teaching reading comprehension. Then, it is highly recommended for EFL lecturers to combine synchronous and asynchronous learning in their remote English classes.

Effect of CALLA metacognitive strategy instruction on reading comprehension and reading awareness

This research aim is to analyze whether metacognitive strategy instruction CALLA affects students’ reading comprehension and reading awareness. This research used a quasi-experimental study in forms of pretest, treatment and post-test. Results showed that the group of experimental students had score significantly higher than the control group students on reading comprehension post-test and also showed significantly higher improvement in metacognitive reading strategy awareness and reading comprehension than control group students. The study recommends CALLA metacognitive strategy instruction to be an effective option for teaching reading comprehension skills at the senior high school level and in the contexts, which share similar characteristics.

The Effects of Computer-assisted L1 and L2 Textual and Audio Glosses on Vocabulary Learning and Reading Comprehension across Different Learning Styles

The current study investigated the effects of computer-assisted L1 and L2 textual and audio glosses on vocabulary learning and reading comprehension across various learning styles. Based on the PET test, 30 homogeneous Iranian EFL learners took the VARK questionnaire and were divided into five learning style groups. Twenty-eight words were selected to be glossed in four reading passages. The selected passages, which were glossed in the four different forms of L1 and L2 audio and L1 and L2 textual by creating hyperlinks on the target words, were presented to the participants through a computer screen. All groups underwent all the treatment conditions and then took posttests. Three-way ANOVAs were run to investigate the effects of learning styles, modes, and language, and their two-way and three-way interactions on the performance of EFL learners on the vocabulary and reading comprehension posttests. While no significant differences between language and mode of glosses on the reading comprehension posttest scores were observed, it was revealed that L1 glosses were more beneficial than L2 glosses for vocabulary learning. The study also showed that the textual glosses were more effective than audio glosses for vocabulary learning. The results further displayed significant differences between learning styles on the vocabulary learning and reading comprehension posttest scores.

THE IMPACT OF KWL STRATEGY ON COLLEGE EFL STUDENTS' READING COMPREHENSION ACHIEVEMENT

Iraqi EFL learners face difficulties in comprehending English language reading texts. It is well-established that the teaching strategies focusing on the nature of reading comprehension process are more effective than traditional methods when seeking to achieve a better comprehension of foreign language texts. This study investigates the impact of the KWL strategy on the college EFL students' reading comprehension achievement. KWL (Ogle, 1986) is an instructional reading method utilized to guide students while reading a text. Students brainstorm the whole thing they Know about a topic. This information is written down in the K column of a K-W-L chart. A list of questions about what they Want to Know about the topic is then developed. These questions are set out in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. To achieve the aim of this study, a sample selected randomly from the first-grade students, the department of English, Al-Imam Al-Kadhum Private University College, Misan, Iraq. Ninety-two males and females participated in the study and were distributed equally to an experimental group and a control group. Both groups were pretested to determine their achievement level and make sure that they are homogenous. The students in the experimental group were taught reading comprehension by the K.W.L strategy, while the control group were taught by a conventional method. Pre- and post-reading comprehension tests were managed to collect data. The data were analyzed using a two-sample t-test. The findings reveal the superiority of the experimental group students in the reading comprehension post-test over their peers in the control group. Therefore, the strategy can be beneficial for students’ reading comprehension. This study is a call for teachers to utilize new strategies and techniques for teaching reading compr

The impact of individual and group_based expectations on the self_image and reading comprehension of iranian intermediate efl learners

The study scrutinized the effect of individual and group-based expectations on EFL learners' self-image and reading comprehension. This study explored the effectuality of individual expectations and group-based expectations in improving self-image and reading comprehension among EFL learners. To do so, 50 out of 120 Iranian EFL learners were chosen as the sample of the study and they were divided into two groups of Individual-based Expectation Instruction and Group-based Expectation Instruction, received five sessions of instruction along with some types of expectations and took two types of reading and self-image tests as a pre- and post-test. In general, the results showed no significant difference between the two groups’ mean scores on the post-test of self-image. The results revealed that the individual expectation group significantly outperformed the group-based expectation group on the post-test of reading comprehension. The findings suggest that using different forms of expectations in language classes can be instrumental in improving the students’ self-image and reading comprehension.

Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement

The present study was an attempt to investigate the effect of the analysis matrix, a type of graphic organizer, as a language improvement supportive attempt on fostering reading comprehension in an EFL academic context. The main question this study tried to answer was whether using this technique might enhance reading comprehension abilities among Iranian non-English majors. To achieve this goal, 120 nursing and microbiology majors were randomly selected from a population of the non-English majors enrolled for the Academic English course. They were divided into four groups of 30 and were randomly assigned to two experimental groups and two control groups. A pre-test of reading comprehension was administered to all groups. Then, they were taught passages to read for eight sessions with different methods; the experimental groups received a treatment of analysis matrix technique instruction while the control groups were taught with the traditional method, including no summarization instruction. A post-test of reading comprehension was finally administered to all groups. The data were analyzed using one-way analysis of covariance (ANCOVA) to control the effects of the pre-test on the outcomes. The results indicated a statistically significant difference due to pedagogical intervention; the two experimental groups outperformed on the post-test after being treated with analysis matrix technique for eight sessions.

Is Internet Reciprocal Teaching the Remedy for Saudi EFL Learners’ Reading Difficulties During the Covid-19 Pandemic?

The aim of this study was to investigate the applicability of Internet Reciprocal Teaching (IRT) for remedial English reading instruction in the EFL context, specifically for the purpose of overcoming the reading difficulties encountered by low-achieving Saudi students majoring in English at the University of Jeddah. The treatment phase lasted three months and, due to the COVID-19 pandemic and the resulting shift to online teaching, the instruments used were an online pre- and post-test of reading comprehension, an IRT dialogue rubric downloaded on the Blackboard platform that is used for online teaching, as well as a phone interview conducted with randomly selected students from the sample. The findings indicated significant improvements in the reading comprehension of the Saudi learners participating this study, as reflected in the students’ effective use of the different IRT strategies and the significant results of the post-test. However, despite the proved effectiveness of IRT in strengthening reading comprehension, some challenges were voiced by the participants. These include computer competency, familiarity with online courses and, most notably, their linguistic difficulties with English, which justified their resorting to their native language (Arabic) as one way of demonstrating their comprehension. Finally, the paper draws pedagogical implications from the research results.

The Effect of Moodle E-Learning Material on EFL Reading Comprehension

Reading comprehension depicted as the most important skills and a complex cognitive process for the achievement of success or learning outcome in both school and society where reader’s prior knowledge and experiences serve central roles in the interpretation of a text or the interaction of the reader, the text, and the context. The purpose of the exploratory study was to investigate the effect of the Moodle e-learning on EFL reading comprehension. 27 EFL college students were participating in the study. Data were collected through the pretest and posttest of reading comprehension. Data analysis involved three stages: normality test, homogeneity test, and hypothesis testing by utilizing software statistical package for social science (SPSS) for the window. Results indicate that the use of Moodle e-learning has a significant effect on improving students’ reading comprehension.

The Effect of One Teach-One Assist Model of Co-teaching on Iranian EFL Learners’ Reading Comprehension

Co-teaching is a method that two teachers work together and deliver the instruction in the same classroom to a heterogeneous group of learners. This study was an attempt to find out the effect of one teach-one assist model of co-teaching on Iranian EFL learners’ reading comprehension. To this end, a quasi-experimental design with the pre-test, post-test, and control group was employed and 35 female students within the age range of 15-18 at the elementary level were selected as the participants of the study from Sanjesh-E-No institute in Tabriz, Iran. They were randomly assigned into the experimental and control groups after taking Key English Test (KET). The experimental group received instruction through two teachers while the control group was taught by a single teacher. Both groups took part in the pre-test and post-test of reading comprehension. The results of an independent-samples t-test revealed that the experimental group had significantly better reading performance compared to the control group. The results of the study can be useful for teachers, students, and any ELT program.

Developing EFL Reading Comprehension and Learning Engagement Using Socrative SRS-based Assessment

Socrative SRS-based Assessment was used to develop the reading comprehension and learning engagement of EFL students. The study is a quasi-experimental one following the two groups design. A group of EFL students (n=80) at Faculty of Education, Suez University, participated in the study. They were divided into two equivalent groups (a control group n=40, and an experimental one n=40). During the study, Socrative SRS-based assessment was used with the experimental group while the control group was taught using the conventional way. A researcher-devised pre/post reading comprehension test as well as a learning engagement scale were the main instruments of the study. Independent samples t-test revealed a significant difference in the mean scores of the control group and that of the experimental one on the post test of the reading comprehension and engagement scale in favor of the experimental group. A statistically significant difference was found in the mean scores of the experimental group on the pre and posttest of reading comprehension and engagement scale in favor of the posttest using paired samples t-test. Thus, it was concluded that using Socrative SRS-based assessment enhanced EFL students’ reading comprehension and increased their learning engagement. تحسين استخدام التقويم القائم علي نظام الاستجابة التفاعلي سوکراتيف لتنمية الفهم القرائي باللغة الانجليزية والانخراط في التعلم د.سماح محمد فهيم السقا قسم المناهج وطرق التدريس وتکنولوجيا التعليم- کلية التربية – جامعة السويس المستخلــــص باللغــــة العربيــــة تهدف الدراسة الحالية الي معرفة أثر تطبيق التقويم القائم علي نظام الاستجابة التفاعلي سوکراتيف علي تنمية الفهم القرائي والانخراط في التعلم لدي طلاب اللغة الانجليزية کلغة أجنبية. أجريت الدراسة علي طلاب الفرقة الثالثة بقسم اللغة الانجليزية بکلية التربية بالسويس- جامعة السويس وقد تم تقسيمهم إلى مجموعتين متکافئتين إحداهما المجموعة الضابطة (40 طالبا) والأخرى المجموعة التجريبية (40 طالبا). قبل البدء قامت الباحثة بتطبيق اختبار الفهم القرائي القبلي وکذلک مقياس الانخراط في التعلم (من اعداد الباحثة) علي جميع الطلاب المشارکين في کلتا المجموعتين. وقد شغلت الإجراءات التجريبية ثلاثة شهور من الفصل الاول للعام الدراسي 2019-2020. وخلال هذه الفترة قامت الباحثة باستخدام منصة سوکراتيف في تقويم الفهم القرائي باللغة الانجليزية اثناء المحاضرات. بعد انتهاء التجربة، تم التطبيق البعدي لاختبار الفهم القرائي وکذلک مقياس الانخراط في التعلم - من اعداد الباحثة - علي جميع الطلاب. ولقد توصلت الباحثة إلى النتائج التالية:وجود فروق دالة إحصائيا بين متوسطي درجات الطلاب في المجموعة التجريبية في القياسين القبلي والبعدي للفهم القرائي لصالح الاختبار البعدي.ووجود فروق دالة إحصائيا بين متوسط درجات طلاب المجموعة الضابطة و متوسط درجات طلاب المجموعة التجريبية في القياس البعدي للفهم القرائي لصالح المجموعة التجريبية.ووجود فروق دالة إحصائيا بين متوسطي درجات الطلاب في المجموعة التجريبية في القياسين القبلي والبعدي للانخراط في التعلم لصالح الاختبار البعدي.ووجود فروق دالة إحصائيا بين متوسط درجات طلاب المجموعة الضابطة ومتوسط درجات طلاب المجموعة التجريبية في القياس البعدي للانخراط في التعلم لصالح المجموعة التجريبية و لقد خلصت الباحثة من نتائج الدراسة الحالية إلى أن استخدام التقويم القائم علي نظام الاستجابة التفاعلي سوکراتيف له أثر دال احصائيا على تنمية الفهم القرائي والانخراط في التعلم لدي طلاب اللغة الإنجليزية کلغة اجنبية.

The Impact of Cooperative Learning on Iranian Intermediate EFL Learners’ Reading Comprehension: The Case of Jigsaw Technique

This study examined the effect of Jigsaw technique as a part of cooperative learning on Iranian EFL learners’ reading comprehension. To this end, 40 intermediate participants were selected out of 73 EFL learners based on the results of Oxford Quick Placement Test (OQPT). The participants were divided into two groups; control and experimental. Then, the participants of both groups were pretested on reading comprehension. After pre-testing, the cooperative learning activities (Jigsaw technique) were practiced with the participants of the experimental group during 5 sessions. The experimental participants were assigned to five-member teams to work on reading texts. Each team member read an assigned section and then members from different teams who had studied the same sections met in ‘expert groups’ to discuss their sections. Then, students returned to their own teams and taught their team-mates about their section. On the other hand, the control group received traditional teacher-fronted instruction throughout the classroom time. After the treatment sessions, a teacher-made reading comprehension post-test was given to the participants of both groups to measure their reading comprehension ability after the treatment. The results of paired samples t-test and independent samples t-test revealed that the experimental group outperformed the control group on the post-test. The findings also showed that there was a significant difference between the post-tests of both groups in favor of the experimental group.

Digital Storytelling: Time to be Considered in Reading Comprehension

This quasi-experimental study investigated the potential effect of digital storytelling of basic fifth grade students' reading comprehension skills. Thirty-four male and female fifth-grade students were randomly selected from a conveniently-selected school, namely; Al Rusol Educational School for excellence, a private school in Irbid Directorate of Education, Jordan. The participants were distributed randomly into two intact sections and thereby forming two groups: an experimental and a control. To achieve the aim of the study, a reading comprehension pre-test and post-test was developed. The reading comprehension test comprised two parts: the first part consists of one applied comprehension question and the second part is comprised of five analytic comprehension questions. Four stories in A Beautiful Mind 5 textbook from Units, 11, 12, 13 and 15 were redesigned digitally and then were showed by data show projector. The finding indicated that the experimental group outperformed the control group in the overall reading comprehension post-test and in each part of the test: applied and analytic comprehension. The study recommended using digital storytelling in teaching English language reading comprehension skills.