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|Title||Reading Clinic to Improve At-Risk Seventh Graders' Reading Comprehension Skills in Gaza UNRWA Schools|
The purpose of this study was to examine the effectiveness of a proposed Reading Clinic program as a remedial intervention program to improving reading comprehension skills of at-risk students of grade 7 in UNRWA schools at Gaza. The main question guiding this study was: To what extent reading clinic program is effective in improving reading comprehension skills of at risk categorized students of grade seven at UNRWA Schools in Gaza? Minor questions were: What comprehension skills are necessary for middle school students to be successful readers? What is a reading clinic as a remedial intervention reading program? Does the use of the proposed reading clinic program improve the comprehension skills of seventh grade at-risk students? From the participants' perspectives, does the proposed reading clinic program tutoring instruction help them improve their reading comprehension skills? To answer the first question, the researcher prepared a list of the most important reading comprehension skills for the seventh graders. Having reviewed the literature and the Ministry of Education handbook (1999), the researcher concluded that scanning, skimming, inference making, prediction /anticipation making and word recognition skills are the most necessary reading skills for the seventh graders. To answer the second question, however, the researcher reviewed the related literature, also visited many reading clinics available online and hence concluded that the reading clinic program is a remedial intervention program that aims at improving reading basic skills. Reading clinic programs scaffold reading instruction as to gradually allow students move from instructional reading practices to independent reading practices. To answer the third question, the researcher collected data using an achievement pre-post test and two supportive tools; classroom teachers' observation checklist and a weekly assessment selection reading texts. As the researcher ensured the validity and the reliability of her tools, she constructed her program and administrated it for 14 weeks; 12 weeks for tutoring and two weeks for administrating the pre-post test and to conduct the preliminary meetings with parents, classroom teachers and the students themselves. The sample of the study was 21 girl students from Beach Prep. Girls “C” in UNRWA school in West Gaza Education Area. Data collected was analyzed using the SPSS using Willcson Z test and Eta square to measure the effect size. After the researcher had finished the program tutoring sessions, she administrated the post test. The post test results were compared with those of the per test and the comparison indicated statistically significant differences on students’ performance on each comprehension skill domain and the total test domains in favour of the post test, which means that the proposed reading clinic program was effective and helped students improve their reading comprehension skills. To answer the fourth question, the researcher constructed a student's self-assessment questionnaire by which she helped the participants to reflect on their experience in the reading clinic tutoring sessions. Results indicated that the participants perceived reading clinic tutoring instructions as supportive learning strategies that helped them improve their reading comprehension skills. In the light of these findings, the researcher suggests the following: Utilizing reading clinic programs to help at-risk students, to improve other reading comprehension skills, for example reading fluency and summarizing. Utilizing reading aloud and cooperative reading instructions to support students build their basic reading skills. Helping students to acquire scanning, skimming making predictions and word recognition as basic reading comprehension skills. In order to extend the findings of this study, the researcher recommends the following: A study should be conducted to investigate the effectiveness of reading clinic programs in improving other reading skills, for example decoding and reading fluency. A study to examine the impact reading clinic program may have on teachers perception and professional practices in teaching at-risk students.
|Publisher||الجامعة الإسلامية - غزة|
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