The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage students

Al-Mansour, Nasser Saleh; Al-Shorman, Ra'ed Abdulgader

doi:10.1016/j.jksult.2011.04.001

Cited by 57 publications

(39 citation statements)

References 12 publications

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“…The findings of this study are also in agreement with Saudi studies (e.g., Rajab & Al-Sadi, 2015;Al-Mansour & Al-Shorman, 2011;Al-Musallam, 2009) that show that Saudi students have a low tendency to read in Arabic and in English. In fact, Al-Nujaidi (2003) found that the majority of Saudi students do not read outside school.…”

Section: Discussionsupporting

confidence: 92%

Why Do Saudi EFL Readers Exhibit Poor Reading Abilities?

Al-Qahtani¹

2016

ELLS

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The aim of the current study was to investigate the reasons behind Saudi learners' poor reading skills. To this end, the objectives were to identify the reading habits of Saudi English as a Foreign Language (EFL) middle school learners, to understand the extent to which Saudi EFL middle school learners use reading comprehension skills and to explore the perceptions of learners, teachers and supervisors regarding Saudi EFL learners' reading abilities. The study sample consisted of 90 Saudi EFL middle school students, eight EFL teachers and six supervisors. The students were surveyed and interviewed about their reading habits and use of reading skills, while the teachers and supervisors were interviewed to explore their perceptions about reading instruction in the Saudi context. The results revealed that most Saudi EFL students lack the necessary reading habits in L1 and L2. In addition, they rarely make use of important reading skills when they read English texts. This study identified "lack of exposure to target language", "poor teaching skills and teacher training programs", "little attention to comprehension and more attention to reading aloud", "students' lack of motivation", "little emphasis on reading skills in textbooks", "unfamiliar and unsuitable reading topics", "lack of reading skills training for students", "students' limited vocabulary" and "lack of parental involvement" as the most important factors behind Saudi students' poor reading abilities. The study concluded with important recommendations and suggestions for future research.

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Section: Discussionsupporting

confidence: 92%

Why Do Saudi EFL Readers Exhibit Poor Reading Abilities?

Al-Qahtani¹

2016

ELLS

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“…These findings go in line with other previous studies such as Al-Mansour and Al-Shorman (2010), Stroh (2012), Saka (2015), and Zolfagharkhani and Kowsary (2013) in confirming the effectiveness of talking story books in enhancing EFL learners' different language skills. In the current study, the in-class implementation of the talking story books on the experimental group participants revealed considerable effects on the reading comprehension skills and sub-skills over the four weeks of the experimentation.…”

Section: Resultssupporting

confidence: 92%

The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension

Alsamadani¹

2017

ELT

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The current research study investigated the effects of talking story books on Saudi young EFL learners' reading comprehension skills. A sample of Saudi-young-EFL learners were randomly selected and divided into two groups: an experimental group (40 students) and a control group (39 students). Students of both groups took a pre reading comprehension test at the mid of the 2016 academic year. The researcher used the talking story books when teaching the experimental group for four weeks whereas the students in the control group were taught without the use of talking story books. After four weeks of instruction, both groups completed the same reading comprehension test again. Measures of the means, standard deviations, and MANCOVA were used to determine the differences between the two groups. The study revealed that students who attended reading classes using talking story books outperformed their control group counterparts in many reading-based skills. This is indicative of the positive effects of talking story books on EFL young learners reading comprehension skills.

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“…The results of the study are also in line with those implemented by Gold and Gibson (2001), Al-Mansour andAl-Shorman (2011), andKowsary (2013).…”

Section: Discussionsupporting

confidence: 88%

Effect of interactive post-reading tasks on reading comprehension of Iranian young adults pre-intermediate EFL learners

Salavati¹,

Tabatabaei²

2017

IJRSLL

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This study aimed at investigating the effects of role-playing and designing a poster as post-reading activities on Iranian teenagers EFL learners' reading comprehension. To this end, 90 male pre-intermediate EFL learners participated in this study. The participants were divided randomly into equal groups of role-play, poster, and control. Post-reading activities were used for the experimental groups and the control group did not receive any post-reading activities. All groups sat for the pretest and posttest before and after a 20-session treatment. The results indicated that the experimental group participants outperformed those of the control group on the posttest and there was a significant difference between them. There was not a significant difference between the experimental groups; however, the scores of the role-play group were higher than the poster group. The findings of the study offer some practical implications for curriculum development and teaching methodology.

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The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage students

Cited by 57 publications

References 12 publications

Why Do Saudi EFL Readers Exhibit Poor Reading Abilities?

Why Do Saudi EFL Readers Exhibit Poor Reading Abilities?

The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension

Effect of interactive post-reading tasks on reading comprehension of Iranian young adults pre-intermediate EFL learners

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