Successful Reading Comprehension Research Articles

The Mediating Role of Reading Attitude in the Relationship between Elementary School Students’ Reading Engagement and Reading Comprehension Skills

This study aimed to examine the effect of reading attitude and reading engagement on reading skills success, and the mediating role of reading attitude in the relationship between reading engagement and reading comprehension skills. The data of this research were collected in Spring 2021. The “Reading Success Scale,” “Reading Engagement Scale,” and “Reading Attitude Scale” were applied to 491 students from the Central Anatolia region in Turkey. The TAP and IBM SPSS 24 software were used to analyze data obtained from the scales used in the study, while the macro mediation test Process 3.5.3 developed by Hayes (2018) was used to measure the mediators in the study. A mediating role model was established in the study to evaluate the hypotheses Conclusion: Found that reading engagement affects reading comprehension significantly and positively; reading attitude does not have a significant effect on reading comprehension; reading engagement affects reading attitude significantly and positively; and that, in the absence of reading attitude, reading engagement has a positive and significant effect on reading success. Engagement to reading explains about 21% of the variation in reading attitude. The study finally recommends studying the role of different variables mediating the relationship between reading engagement and reading comprehension success.

General and Academic Vocabulary Sizes and Reading Comprehension among the First Year BSED English Students

Proficiency in the English language comprises a wide range of skills, including listening, speaking, reading, and writing. Among these skills, reading comprehension holds particular importance as it enables students to effectively process and understand written text. An essential factor contributing to successful reading comprehension is vocabulary, which plays a fundamental role in the reading process. This study aimed to explore the relationship between reading comprehension and vocabulary, specifically focusing on general and academic vocabulary commonly used in English learning and academic settings. The research utilized a descriptive-correlational method, employing Pearson’s r method to establish a significant relationship between the two variables. The results revealed significant findings for each type of vocabulary and reading comprehension. The learners demonstrated a very high general vocabulary and an above-average academic vocabulary size. Additionally, the learners exhibited an average level of reading comprehension. These statistical findings emphasize the significant relationship between the variables studied, emphasizing their mutual influence. To enhance students’ academic performance, the researchers suggest implementing modules comprising diverse activities and exercises to promote the development of both academic vocabulary and reading comprehension skills.

Stimulating inference-making in second grade children when reading and listening to narrative texts

AbstractInference-making is a central element of successful reading comprehension, yet provides a challenge for beginning readers. Text decoding takes up cognitive resources which prevents beginning readers from successful inference-making and compromises reading comprehension. Listening does not require any decoding and could therefore offer a less demanding context to practice inference-making. The present study examined whether stimulating inference-making in a listening context is more effective and less cognitively demanding for beginning readers than a reading context. In three experiments, Dutch second grade children read two narratives and listened to two narratives. Inference-making was stimulated by asking them inferential questions during reading or listening and we compared this to a no-questioning control condition. After each narrative, we measured cognitive load and comprehension. It was expected that inferential questioning would increase cognitive load and negatively affect reading comprehension, but positively affect listening comprehension. The results indeed showed that inferential questioning increased cognitive load, but did not lead to differences in performance on open-ended comprehension questions (Experiment 1 & 2). When measuring comprehension with a free recall protocol (Experiment 3), we found a negative effect on total recall in both the reading and listening conditions. Taken together, we found no support for the hypothesized interaction. This raises questions about the effectiveness of inferential questioning for reading and listening comprehension of beginning readers, and whether listening is a good modality for improving inference-making.

THE EFFECT OF USING REDW STRATEGY ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT AT THE X GRADE OF SMA NEGERI 1 AIR JOMAN IN 2022/2023 ACADEMIC YEAR

This research was meant to find out the empirical evidence of the students' accomplishment in reading comprehension of narrative text by utilizing Read Examine Decide Write (REDW) Strategy at the X Grade of SMA Negeri 1 Air Joman. This research was quantitative research. The entire class of students at SMA Negeri 1 Air Joman's grade X made up the population of this study. 30 students from the experimental group (class X IPA 4) and 30 students from the control group served as the research's sample subjects (class X IPA 1). A test with multiple choices was used to obtain the data. (1) The students' achievement in reading comprehension narrative text by utilizing the Read Examine Decide Write (REDW) Strategy got the post-test with an average result after the data was analyzed. (1) The students' accomplishment in reading comprehension narrative text by utilizing the Read Examine Decide Write (REDW) Strategy got the post- test with an average result of 83 after the data was analyzed (2) The post-test showed that the students had successfully read narrative texts with comprehension using the conventional way, with an average score of 67. The value of t-observed was 8,43 and t- table was 2,009. The fact that the value of t-observed was higher than t-table indicates that the Read Examine Decide Write (REDW) Strategy had a significant impact on students' reading comprehension success.

Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria

Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regu¬lated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme com¬prised two conditions (condition 1 and condi¬tion 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condi¬tion, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experi¬mental conditions (Condition 1: N = 47. Con¬dition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-effica¬cy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two ex¬perimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. Howev¬er, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental condi¬tions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educa¬tional practices are discussed.

Assessment of vocabulary in First Additional Languages: A focus on Siswati Grade 12 examination papers

Language assessment has, in recent decades, grown in scope and sophistication with various interdisciplinary approaches adopted to address assessment challenges in different languages. The vocabulary quality hypothesis indicates that comprehension depends on high-quality vocabulary representations, and anecdotal evidence suggests that vocabulary knowledge should play a significant role in a second language, as part of language assessment. This article reports on observations made when analysing whether the relative strength of vocabulary breadth and depth in First Additional Language (FAL) Siswati examination papers contributes toward quality and improved Grade 12 examination results. These observations lend weight to an argument on the importance of vocabulary knowledge and competence among learners, as shown in similar research studies in English as an additional language (EAL) that acknowledge a lack of vocabulary knowledge as having the potential to influence learners’ academic success in reading comprehension, which is a specific and important academic skill EAL learners have been shown to struggle with. These observations are within the scope of the current Grade 12 examinations in African languages with respect to their adherence to national standards prescribed by Umalusi as the quality assurance body for the Grade 12 examinations. Recommendations for quality enhancement are made for adaptation in future standards reviews, and further research opportunities are highlighted.

The Correlation Between Students’ Personality (Extrovert and Introvert) and Their Reading Comprehension Achievement

The students struggled with reading due to a lack of vocabulary and boredom when attempting to comprehend a reading text. Besides, the Teacher's technique did not match the student's personalities, so they did not follow the instructions given by the Teacher in the reading learning process. As a result, many students at MAN 1 Pesisir Barat Lampung got underscore in reading. This study aimed to determine whether there was a relationship between the personality traits of students (extrovert and introvert) and their reading comprehension success in the tenth grade of MAN 1 Pesisir Barat Lampung in the academic year 2020/21. This research used a correlation research design. The population of this research was the tenth grade of MAN 1 Pesisir Barat Lampung. The sample of this research was two classes, X Science 1 and 2, consisting of 77 students from those two classes. The data is collected by using personality questionnaires and reading comprehension tests. There were 20 questions for the personality questionnaires exam and 40 questions for the reading comprehension test, which had been verified. After collecting data for both variables, SPSS version 21 with the Pearson Correlation Formula was used to analyze the data. After doing the hypothetical test, the result showed that the value of significant generated Sig (P-value) = 0.006 < ɑ = 0.05. As a result, H0 was rejected, and H1 was accepted. Thus, it can be concluded that there was a correlation between students' personalities (extrovert and introvert) and their reading comprehension achievement in the tenth grade of MAN 1 Pesisir Barat Lampung in the academic year 2020/2021. Then, the coefficient correlation between students' personality and their reading comprehension achievement was 0.749, which means that the correlation of both variables was high and positive. Keywords: Correlation Research Design; Personality; Reading Comprehension Achievement.

Implementation of Dialogic Teaching in Turkish Lessons and Its Effect on Reading Comprehension

This study has been shaped to cover two objectives. The first of these is to describe in detail the use of dialogic teaching in the field of Turkish reading comprehension, and the second is to determine the effect of dialogic teaching practices on reading comprehension success. The mixed-method design known as convergent design was used in this study. The qualitative research method known as basic qualitative research was preferred to answer the first research question. A quantitative approach was adopted to achieve the study’s second objective. The quasi-experimental design was used at this stage. Thematic analysis was used to analyze and interpret qualitative data in the study. When the data obtained were analyzed, three themes were found: “Implementation in Terms of the Principles of Dialogical Teaching,” “Problems Encountered by the Teacher in Practice,” and “The Effect of Dialogical Teaching on Lessons.” Mixed intra- and inter-group analysis of variance (ANOVA) was used in the analysis of the quantitative data collected pretest and post-test. The analysis results show that there is a difference between the effectiveness of being taught with dialogic teaching practices and being taught under the Turkish Lesson Curriculum.

Öğretmen Rolüyle Etkileşimli Okuma Uygulamalarının Dördüncü Sınıf Öğrencilerinin Okuduğunu Anlama Başarısına Etkisi

Bu araştırmanın amacı, öğretmen rolüyle etkileşimli okuma uygulamalarının dördüncü sınıf öğrencilerinin okuduğunu anlama başarısına etkisini araştırmaktır. Araştırmada geleneksel etkileşimli okumadan farklı olarak öğrencinin okuma sürecini yönettiği öğretmen rolüyle etkileşimli okuma tercih edilmiştir. Etkileşimli okuma, öğrenci ve öğretmenlerin kitabın başından sonuna kadar kitabın resimleri, içeriği ve kitaptaki olaylar, karakterler, yaşananlar ile ilgili yorum yapma, çıkarımda bulunma ve değerlendirme eylemlerini içeren sesli okuma stratejilerinden bir tanesidir. Mevcut araştırmada ise alanyazında ifade edilen etkileşimli okuma uygulamasından farklı olarak öğrencilerden çalışmanın daha merkezinde yer almaları ve bu süreci bizzat kendilerinin yöneteceği bir sorumluluk üstelenmeleri istenmiştir. Araştırmada yarı deneysel desen tercih edilmiştir. Araştırma 50 ilkokul dördüncü sınıf öğrencisi ile gerçekleştirilmiştir. Bu araştırmada veri toplama aracı olarak Tavşanlı (2014) tarafından geliştirilen “Okuduğunu Anlama Başarı Testi” kullanılmıştır. Elde edilen verilerin analizinde normallik ve t testleri kullanılmıştır. Araştırma sonucunda elde edilen veriler, öğretmen rolüyle etkileşimli okuma uygulamalarının, ilkokul dördüncü sınıf öğrencilerinin okuduğunu anlama başarısını olumlu yönde etkilediğini ve desteklediğini göstermektedir. Araştırmanın sonuçları doğrultusunda gelecekteki araştırmalar için öneriler sunulmuş ve uygulamaya yönelik çıkarımlar tartışılmıştır.

Domain-general conflict monitoring predicts neural and behavioral indices of linguistic error processing during reading comprehension.

The ability to detect and respond to linguistic errors is critical for successful reading comprehension, but these skills can vary considerably across readers. In the current study, healthy adults (age 18-35) read short discourse scenarios for comprehension while monitoring for the presence of semantic anomalies. Using a factor analytic approach, we examined if performance in nonlinguistic conflict monitoring tasks (Stroop, AX-CPT) would predict individual differences in neural and behavioral measures of linguistic error processing. Consistent with this hypothesis, domain-general conflict monitoring predicted both readers' end-of-trial acceptability judgments and the amplitude of a late neural response (the P600) evoked by linguistic anomalies. The influence on the P600 was nonlinear, suggesting that online neural responses to linguistic errors are influenced by both the effectiveness and efficiency of domain-general conflict monitoring. These relationships were also highly specific and remained after controlling for variability in working memory capacity and verbal knowledge. Finally, we found that domain-general conflict monitoring also predicted individual variability in measures of reading comprehension, and that this relationship was partially mediated by behavioral measures of linguistic error detection. These findings inform our understanding of the role of domain-general executive functions in reading comprehension, with potential implications for the diagnosis and treatment of language impairments. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Developing Reading Comprehension in L2 with respect to Text Genre and Form

Self-development in terms of reading comprehension in a second foreign language is often practiced to a small extent in foreign language education. In the L2 (German language) educational process, the teacher focuses mainly on teaching basic grammatical phenomena and vocabulary. The development of reading comprehension in L2, as to text genres and forms, provides a new dimension in terms of self-development, as it mainly supports metacognitive processes and thus self-efficacy and success in a foreign language text understanding. The goal of the presented research was to find out connections between students success in reading comprehension with regard to different categories of text genres (adventure books, historical novels, fairy tales, poems, legends, and science fiction, and others) and text forms (either printed - magazines, newspapers, books, textbooks or electronic - e-books, websites, e-textbooks, and others). We were interested in whether a particular (concrete) genre or form of text does (or does not) contribute to the success in L2 reading comprehension or whether reading of any genre or form of text does (or does not) contribute to the success in L2 reading comprehension. The research was carried out in secondary vocational and grammar schools in Slovakia on a sample of 126 respondents. Statistically significant correlations were found between specific (concrete) genres and forms of texts and success in reading comprehension. It turns out that short stories, legends and books about nature predict better understanding of texts in the German language, and reading of printed books and magazines promotes success in L2 reading comprehension.

MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL STUDENTS’ READING COMPREHENSION IN SECONDARY SCHOOL

Morphological awareness, as one of the mediators which gives impact, plays an important role in achieving successful reading comprehension. It is believed that morphological awareness contributes to enhance students' performances by analyzing the word structures. Students are required to improve their skills in manipulating and interpreting complex words presented in a text. This study then, investigates the students’ level of morphological awareness and its relationship with their reading comprehension. It was carried out with a group of 55 second-grade EFL students from one of Gresik's senior high schools in East Java. The data were collected through reading comprehension test and morphological awareness test. The results indicates that students’ level of morphological awareness are varied (5 students = Excellent, 21 students = Good, 18 students = Mediocre, 10 students = Poor, and 1 student = Very Poor). In addition, the results show students’ morphological awareness has no link with their reading comprehension (p-value= .357, > .05).

The Role of Cognitive-Motivational Factors in Reading Comprehension of Informative and Narrative Texts: Which Is More Effective?

Many studies in the literature have addressed reading comprehension, the ultimate goal of the reading process, due to its complex nature. These studies have focused on various areas, such as the nature of reading comprehension, how it occurs, the factors that affect the process of comprehension, reading comprehension impediments, and how to improve reading comprehension. The current study aims at examining the cognitive and motivational factors to explain reading comprehension. In the light of the related literature, the cognitive factors in this study were vocabulary, prior knowledge, and use of reading strategies, while the motivational factors include motivation and self-efficacy. Both informative and narrative texts were used to measure the success in reading comprehension. The participants were composed of 384 students studying in 6th grade (F: 205, M: 179). The study results reveal that cognitive and motivational factors predict reading comprehension at a statistically significant level. The most effective two factors are vocabulary and prior knowledge, both of which are cognitive factors. The order of relative importance of the variables is vocabulary, prior knowledge, motivation, self-efficacy, and reading strategies. There are some suggestions made in the light of the study results for researchers and practitioners.

Relationship between Eighth-Graders' Levels of Metacognitive Reading Strategies Use and their Reading Comprehension Success

Bu araştırma sekizinci sınıf öğrencilerinin üstbilişsel okuma stratejilerini kullanma düzeyleri ile okuma anlama başarıları arasında nasıl bir ilişki vardır sorusunu yanıtlamak amacıyla ilişkisel tarama modelinde nicel araştırma yöntemine başvurularak yapılmıştır. Araştırma; 2021–2022 eğitim-öğretim yılında Adana’nın Çukurova ilçesinde Millî Eğitim Bakanlığına bağlı resmi ortaokullarda okuyan sekizinci sınıf öğrencileriyle gerçekleştirilmiştir. Araştırmanın dayandığı evrenin değeri 6454’tür; örneklemin değeri ise 700’dür. Araştırmada okuma anlama başarımı testi ve üstbilişsel okuma stratejileri ölçeği kullanılmıştır. Verilerin dağılım özelliği dikkate alınarak güvenilirlik analizleri, betimleyici analizler, Pearson korelasyon ve regresyon analizi, Kruskal Wallis-H ve Mann-Whitney-U testi yapılmıştır. Araştırmanın sonucunda, ölçek genelinde üstbilişsel okuma stratejileri, genel okuma ve destekleyici okuma stratejileri orta düzeyde; sorun çözme stratejileri ise yüksek düzeyde kullanılmıştır. Katılımcıların okuma anlama başarımı orta düzeyde bulunmuştur. Genel okuma, sorun çözme ve destekleyici okuma stratejileri ile okuma anlama başarımı arasında pozitif yönde, orta düzeyde, anlamlı bir ilişki bulunmuştur. Bu yüzden Türkçe derslerinde stratejiye dayalı okuma sürecine yer verilmesinin okuduğunu anlama başarısını arttıracağı düşünülmektedir.

Improving Students’ Reading Skills in Understanding English Texts Using Culture-Based Text Teaching Materials

One of the factors causing the lack of success in reading comprehension in English in high school is the text used in learning that is set in a foreign culture. This study aims to describe the improvement of students' skills in understanding the contents of reading texts by using a model of text-based teaching materials based on local culture. This research uses classroom action research with implementation steps; (1) initial observations to determine research problems and data collection; (2) formulate research action plans, formulate models of teaching materials (3) development of teaching materials; (4) carry out the action; (5) collaborate with English teachers; (6) draw up a teaching plan; (7) reflection and revision of actions; (8) classroom action; (9) improvement of teaching materials. The subjects of this study were two English teachers and 28 high school students in class XI who were studying English with the topic of Reading Comprehension. The results showed an increase in student involvement in discussions, higher student initiative to ask questions, higher student activity in digging information. Learning outcomes indicated by the level of students' ability to answer questions are also getting higher. Learning becomes more effective and efficient in achieving learning objectives.

Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study

Successful reading comprehension—especially in a second language (L2)—relies on the ability to monitor one’s comprehension, that is, to notice comprehension breaks and make repairs. Comprehension monitoring may be limited given effortful word processing but may also be supported through active reading. The current study addresses to what extent word processing difficulty reduces adolescents’ ability to monitor their comprehension in their L2, and whether readers can compensate limitations given sufficient executive control. We conducted an eye-tracking experiment in which 34 adolescent L2 learners (aged 13–17 years) read short expository texts containing two within-subject manipulations. First, comprehension monitoring was tested through inconsistencies, for example, when the topic changed from Spanish to Russian vis-à-vis consistent controls. Second, word processing difficulty was altered by inserting either shorter and higher-frequency words such as want, or longer and lower-frequency words such as prefer. We additionally measured participants’ executive control. Outcome variables were reading times on the whole texts and the words manipulated for inconsistency and word processing difficulty. We found evidence of successful moment-to-moment monitoring, as visible in adolescents’ increased rereading of inconsistent compared to consistent information. We also found that adolescents adapted their monitoring differently to word processing difficulty, depending on their executive control: while adolescents with weaker control reduced their monitoring given higher word processing difficulty, adolescents with stronger control monitored their comprehension more (instead of less) on difficult texts. These findings provide insights into how L2 comprehension monitoring arises in the interplay of lower-level processing load and active reading processes.

METACOGNITIVE AWARENESS IN THE READING COMPREHENSION OF LITERARY TEXTS: AN EXPERIMENTAL STUDY BASED ON METACOGNITIVE READING STRATEGY

This article establishes a connection between students' metacognitive awareness and success in reading comprehension. Reading is a cognitive process that directs students to interact, predict, form hypotheses about the literary text. Reading also involves synthesizing information and critically analyzing a text in a literary context. Metacognition implies "cognition about cognition". The use of metacognitive strategies for reading purposes is interlinked with the attainment of advanced levels of literacy. Metacognition is a complex aspect of thought that involves both linguistic and cognitive activities. Recently the identification of strategies used by readers on tests of reading comprehension is of foremost interest. Using strategic knowledge or metacognition while monitoring the comprehension process is an important aspect of skilled reading. A focus on reading strategies assists researchers regulates the extent to which readers understand the purpose of reading. Readers' proficiency level is highly influenced by the strategy applied. This study has an experimental design involving a conventional group and an experimental group with whom a metacognitive reading strategy is implemented. This article documents a small-scale investigation of how effective implementation of metacognitive reading strategy directs students to a higher level of proficiency in reading comprehension. From the result of the study, we sum up that the participants exposed to metacognitive reading strategy exhibit better understanding and proficiency level than those who are not exposed to metacognitive reading strategy. The participants’ performance reveals an important implication about the development of reading comprehension through short stories.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0988/a.php" alt="Hit counter" /></p>

Measuring Metacognitive Awareness of Reading Strategies of Higher Level Learners

The metacognitive awareness of reading strategies among higher level learners has been widely acknowledged for successful reading comprehension. However, literature shows a little empirical research in this area in Nepalese context. This paper attempts to measure the metacognitive awareness of reading strategies of higher level learners of Nepal. As a quantitative study, cross-sectional survey design was used to obtain the primary data from 142 higher level learners pursuing MPhil degree from different universities of Nepal through questionnaire. The metacognitvie awareness of reading strategies of the learners was measured in univariate analysis and difference of their awareness in terms of independent variables was assessed in bivariate analysis using t-test. The study revealed that higher level learners had metacognitive awareness of reading strategies at different levels. Among the three groups of strategies, cognitive strategies were found most frequently used by the learners and supportive strategies were found least frequent to them. The independent variables i.e. sex and subject of specialization did not affect in the learners’ metacognitive awareness of reading strategies. The differences were not seen statistically significant. This implies that teacher can use and instruct the learners with similar type of reading strategies irrespective of gender and group of subjects.

Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing.

Advances in machine learning (ML) are poised to contribute to our understanding of the linguistic processes associated with successful reading comprehension, which is a critical aspect of children’s educational success. We used ML techniques to investigate and compare associations between children’s reading comprehension and 260 linguistic features extracted from their speech and writing. Language samples were gathered from 99 linguistically diverse children in grades 4–6 using Talk2Me, Jr., an online language and literacy assessment platform. Lexical and syntactic features were extracted via a consolidated natural language processing pipeline. We compared five machine learning models predicting reading comprehension from the linguistic features and then, using the best models, analyzed the 20 top predictive features for both the oral-elicited and text-elicited data. The findings suggest that variance in children’s reading comprehension can be predicted by grammatical and lexical features extracted from productive written and spoken language. The study highlights how ML methodologies can enable nuanced examination of the language processes associated with reading comprehension. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method". The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.