The Effectiveness of the Interactive E-Book on Developing Reading Comprehension Skills among Seventh Basic Grade Female Students

The study aimed at identifying the effectiveness of the interactive e-book in developing the reading comprehension skills among seventh basic grade female students. To achieve the aim of the study, a creative reading comprehension skills (reading fluency, reading flexibility, reading originality, and reading extension) test was prepared. The test consisted of (20) open ended questions. The subjects of the study consisted of (40) seventh basic grade female students from Beit Ids basic school in the first semester 2021/2022, conveniently selected. The subjects randomly divided into two groups, (20) students in the experimental group taught by interactive e- book, and (20) students in the control group taught by conventional method. The results of the study showed that there were statistically significant differences at the significance level (α = 0.05) between the performance means in creative reading comprehension skills, in the favor of the experimental group

Arabic Teachers’ Evaluation Degree of their Reading Teaching Strategies and Practices

The present study measured the Arabic teachers’ evaluation degree of their own reading teaching strategies and practices to reveal any statistically significant differences in terms of two teacher-related variables: educational qualification and years of experience. In order to achieve the objectives of the study, the researcher developed a questionnaire of 33 paragraphs distributed in three phases: pre-reading, during-reading, and post-reading. The study sample consisted of 302 female and male Arabic teachers who were selected following the simple random approach out of the total study population (730 female and male teachers). The results of the study revealed that the Arabic teachers’ evaluation degree of their reading teaching strategies was high; however, no statistically significant differences were found in terms of teachers’ educational qualification and or their years of experience. The results are pedagogically analyzed, and a number of recommendations were set forth for teaching reading and future directions of research. Keywords: Arabic language Teachers, Reading Comprehension, Reading Teaching Strategies. The present study measured the Arabic teachers’ evaluation degree of their own reading teaching strategies and practices to reveal any statistically significant differences in terms of two teacher-related variables: educational qualification and years of experience. In order to achieve the objectives of the study, the researcher developed a questionnaire of 33 paragraphs distributed in three phases: pre-reading, during-reading, and post-reading. The study sample consisted of 302 female and male Arabic teachers who were selected following the simple random approach out of the total study population (730 female and male teachers). The results of the study revealed that the Arabic teachers’ evaluation degree of their reading teaching strategies was high; however, no statistically significant differences were found in terms of teachers’ educational qualification and or their years of experience. The results are pedagogically analyzed, and a number of recommendations were set forth for teaching reading and future directions of research