The Effect of Timed and Repeated Reading Methods on Developing Comprehension Reading Skills among 6th Grade Students in Jordan

Abstract

The aim of this study is to investigate the effect of timed reading (TR) and
repeated reading (RR) methods in the performance of sixth basic grade students
of the speed- reading and comprehension reading skills. To achieve the aim of
the study two tools were constructed: examination of reading comprehension,
as well as the ten texts to apply the methods instruction. The subjects of the
study consisted of (87) sixth- grade female students from University Model
School. They were distributed into (3) groups a control group (28) students
taught using the conventional method, and two experimental groups: the first
(30) students were taught using the timed reading method, and the second
(29) students were taught using repeated reading. Semi- experimental design
based on pretest and post- test and delayed test was used, and applied to the
three groups. The results of the study indicated that there were statistical
significant differences (a=0,05) between the means of the study subjects
performance in terms of reading comprehension skills, which are due to the
teaching method in favor of the two experimental groups (timed and repeated
reading) . As well as the existence of statistical significant differences (a=0,05)
between the means of the study subjects performance of the two experimental
group of reading comprehension skill, in the favor of the timed reading. Based
on those results, the researcher recommends using the methods of timed and
repeated reading among basic grade students.