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The aim of the present study was to investigate the effectiveness of using a Gamification Literature Circles strategy in developing some reading comprehension skills and vocabulary enrichment for primary-six pupils. The research adopted the quasi-experimental approach. The study participants were 54 pupils. The participants of the research were the sixth primary pupils of Manfalout Model Azhari Primary Institute. They were distributed into two groups: the experimental group (27 pupils) taught reading comprehension and vocabulary by a Gamification Literature Circles strategy, and the control group (27 pupils) taught reading comprehension and vocabulary by using the regular method. The instruments of the current research were two pre-post reading comprehension and vocabulary tests. The results demonstrated that there was a statistically significant difference at 0.05 level between the mean scores of the two groups in the post implementation in the results of the reading comprehension test and the vocabulary test in favor of the treatment group. Results also revealed that the strategy has a significant effect on developing some reading comprehension skills and vocabulary enrichment of primary six school pupils. Based on the obtained results, many recommendations, and suggestions were made.

The current study aims to explore the impact of using literature circles strategy on supporting EFL college students ,,reading comprehension skills and motivation towards reading. Literature circles strategy is an activity in which the students meet to discuss and react to a text, book or short story which they are reading together. This research is an experimental one in which thirty college students in the experimental group were taught the short story (The Dolle's House) by using the literature circles strategy, whereas the other thirty students in the control group were taught the same short story by using the conventional method. To achieve the aims of this study, an observation checklist of reading comprehension skills and a questionnaire of motivation toward reading have been administered by the researcher to get the necessary data. The findings reveal that the experimental group's students performed better than the control group's students with significant differences favoring the experimental group that was exposed to literature circles strategy. Pedagogical implications for EFL college teachers are presented to enhance and improve their students\" language learning by incorporating the literature circles strategy in EFL classrooms especially in teaching short stories and novels to support students ,,reading comprehension skills and motivation toward reading.

The present study investigated the effectiveness of Canvas application in developing some EFL reading comprehension skills among Faculty of Education students. The design of the study was pre-post one experimental group design. The study sample consisted of 30 students selected from second year students enrolled at the English section at Faculty of Education, Benha University. The instruments of the study were: an EFL reading comprehension skills checklist included five main skills and 24 sub-skills, an EFL reading comprehension skills pre-posttest and a rubric for scoring it. The EFL reading comprehension skills test was administrated to the participants then they were taught using Canvas application. After that, they were post-tested using the EFL reading comprehension skills test. The study was implemented in the first semester of the year 2020/2021. The findings of the study revealed that EFL reading comprehension skills were developed due to the use of Canvas application. The results confirmed the effectiveness of using Canvas application for developing some EFL reading comprehension skills among second year students enrolled at English section Faculty of Education.

The present study investigated the effect of elaboration strategy on developing some EFL reading comprehension skills among Faculty of Education students. The design of the study was pre-post one experimental group design. The study participants consisted of 30 students selected from second year students enrolled at the English section in the academic year 2020-2021 at Faculty of Education, Benha University at the second term. The instruments and materials of the study were: an EFL reading comprehension skills checklist including six main skills and 20 sub-skills, an EFL reading comprehension skills pre-posttest and a rubric for scoring it and text modification strategies based program. The EFL reading comprehension skills test was administrated to the participants then they were taught inference as a text modification strategy. After that, they were post-tested using the EFL reading comprehension skills test. The findings of the study revealed that EFL reading comprehension skills were enhanced due to the use of elaboration strategy for developing EFL reading comprehension skills among second year EFL majors.

This study investigated the effect of a multiple intelligences theory-based program on tenth-grade students' reading comprehension skills in Jordan. The researcher used a quasi-experimental design in which the participants of the study were divided into four groups. The participants, who were chosen through purposeful sampling, were 110 male and female tenth-grade students from two different schools in Ramtha Directorate of Education. The first control group consisted of 28 female students, while the first experimental group encompassed 27 female students from the same school. The second control group consisted of 24 male students, whereas the second experimental group comprised 31 male students from the same school in the academic year 2017/2018. The two control groups were taught the reading comprehension texts conventionally. The two experimental groups received treatment through a multiple intelligences theory-based program for ten weeks. For the purpose of data collection, the researcher used a validated reading Comprehension pre-posttest and an observation checklist. The results, which were analyzed by SPSS, indicated that the multiple intelligences theory-based program had a positive effect on the students' reading comprehension skills. The results also indicated that the program positively affected all the reading comprehension sub-skills. The researcher recommended that EFL curriculum designers and teachers should take multiple intelligences into consideration when designing and teaching reading comprehension texts.

This research study aimed to investigate the effectiveness of using activities based on Multiple Intelligences (MI) Theory to improve some English reading comprehension skills for dyslexic primary-six pupils. Ten six graders in Al-Hourria Primary School were chosen as the study participants. The researcher used the one-group quasi-experimental design. To assess pupils' improvement in the specified skills before and after using the activities, a reading comprehension pre-posttest was designed along with a reading comprehension skills checklist. The researcher used a variety of statistical methods to analyses data, including the mean, standard deviations, Wilcoxon Signed-Rank Test, Effect Size, and Black Modifies Gain Rank. The results were analyses and demonstrated that there was a statistically significant difference at 0.01 level between the mean scores of research groups in the pre-post administration of the reading comprehension skills test in favor of the post administration. Using the activities based on Multiple Intelligences (MI) Theory achieved a high effectiveness (Black Modifies Gain Rank<1.2) on improving reading comprehension skills of dyslexic primary-six pupils. Thus, the research hypothesis was verified (confirmed) that pupils' reading comprehension skills were significantly improved as a result of being taught by using activities based on Multiple Intelligences(MI) Theory. The study concluded that using activities based on Multiple Intelligences (MI) Theory proved to be effective and has considerable contributions in improving reading comprehension skills of dyslexic primary-six pupils. These results are evidence of the educational value of integrating Multiple Intelligences Theory with the content of the curriculum. Future research should focus on integrating multiple Intelligences theory into the other skills such as listening, speaking, and writing.

هدفت الدّراسة تقصي أثر استراتيجية التّعليم التّبادلي في تحسين مهارات الاستيعاب القرائي الناقد والإبداعي لدى طلبة الصّف العاشر، ولتحقيق هدف الدّراسة صمم الباحث أداة الدّراسة المتمثلة في اختبار مهارات الاستيعاب القرائي الناقد والإبداعي. وتكون أفراد الدّراسة من (144) طالبا وطالبة موزعين على أربع شعب: شعبتين تجريبيتين ومجموعهم (72)، وشعبتين ضابطتين ومجموعهم (72) من طلبة الصّف العاشر من مديرية الزّرقاء الأولى للعام الدّراسي 2013 2014 ، وقد اختير أفراد الدّراسة بطريقة قصدية. وأظهرت النّتائج وجود فرق ذي دلالة إحصائية عند مستوى (0.05=α) بين المجموعتين، لصالح المجموعة التجريبية الذين درسوا باستخدام استراتيجية التّعليم التبادلي. كما أظهرت النّتائج وجود فرق ذي دلالة إحصائية يعزى لأثر الجنس، ولصالح الإناث، كما أظهرت النّتائج عدم وجود فرق ذي دلالة إحصائية يعزى لأثر التّفاعل بين الإستراتيجية والجنس، وقد أوصت الدّراسة بتوظيف استراتيجية التّعليم التّبادلي في تعليم القراءة.

يهدف هذا البحث الكشف على أثر استراتيجية تنال القمر في تعزيز مهارة الاستيعاب القرائي لأولوية المواطنة المسؤولة حول أولوية الولاء والانتماء للوطن وقيادته عند تعليم اللغة العربية لتلميذات الصف الخامس الابتدائي بمدينة مكة المكرمة، واستخدمت المنهج شبه التجريبي ولتحقيق هدف البحث أعدت الباحثة اختبار مهارة الاستيعاب القرائي لأولوية المواطنة المسؤولة حول أولوية الولاء والانتماء للوطن وقيادته الآتية: الحرفي، الاستنتاجي النقدي وتكون من (14) فقرة من نوع اختيار متعدد وصح وخطأ، ومزاوجة، وتعداد، وتم التحقق من صدق وثبات أداة البحث، وطبقت الأداة على عينة بلغت (56) تلميذة قسمن إلى مجموعتين: ضابطة تكونت من (28) تلميذة تعلمن بالطريقة التقليدية، وتجريبية تكونت من (28) تلميذة تم تعليمهن باستخدام استراتيجية تنال القمر، وأظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α ≤ 0.05) بين متوسطي درجات تلميذات المجموعتين الضابطة والتجريبية في اختبار مهارة الاستيعاب القرائي لأولوية المواطنة المسؤولة حول أولوية الولاء والانتماء للوطن وقيادته في القياس البعدي لصالح المجموعة التجريبية؛ مما يدل على وجود أثر استراتيجية تنال القمر على تعزيز مهارة الاستيعاب القرائي لأولوية المواطنة المسؤولة حول أولوية الولاء والانتماء للوطن وقيادته عند تعليم اللغة العربية لتلميذات الصف الخامس الابتدائي.

The current study aimed at investigating the effectiveness of using the flipped learning model in developing EFL reading comprehension and self-regulated learning skills among EFL General Diploma in Education students. The participants were forty students. They represented one experimental group. Three main instruments were used for data collection: reading comprehension skills checklist, reading comprehension skills test and self-regulated learning skills scale. The students were taught using a proposed strategy based on flipped learning for twelve weeks. Data collected through the pre- and post-administration of the instruments was subjected to t-test. The results revealed through the post-administration of the reading comprehension test and the self-regulated learning scale displayed that the post-performance of the students significantly exceeded their pre-performance. Therefore, the results reflected support for the four study hypotheses. They proved the positive effect of the strategy on developing EFL reading comprehension and self-regulated learning skills among EFL General Diploma in Education students.