Hebron University

Faculty of Graduate Studies

English Department

Investigating the Impact of Extensive Reading on Reading

Comprehension of Sixth Graders at Hafssa Elementary School
in Hebron

Prepared by:

Noura M.A Tomize

Supervisor: Dr. Hazem Bader

This Thesis is submitted in Partial Fulfillment of the Requirements for the Degree of
Master in Applied Linguistics College of Graduate Studies,
Hebron University, Palestine

2013

I
II
 Acknowledgement

I would like to show my sincere gratitude to my supervisor, Dr. Hazem Bader for his

constant assistance, patience, tolerance, and support. I would like also to thank Dr.

Ahmad Atawneh, for his valuable directions and academic advices. In addition, I would

like to thank everyone in Hebron University who facilitated my work in this study.

Finally, I want to express my deep thanks to all professors and school teachers who ever

taught me.

III
 Dedication

I would like to dedicate this study to:

§ To my mother whose support was the source of my strength to continue and to

dream of being a better person.

§ To the love of my life, my husband, whose patience and love motivated me to

challenge myself and to work harder.

§ To my father for believing in me and in my decisions.

§ To my daughter Braa'h and to my sons Nasseem and Adam.

§ To my brother and sisters.

§ To anyone who ever helped me in my personal or academic life.

IV
 Abstract

This study examines the impact of integrating extensive reading activities within

EFL context on learners' attitudes towards reading. The researcher assumed that when

EFL learners read large amounts of L2 materials and do related follow-up activities after

each reading, their attitudes towards reading and comprehension will improve. This study

was conducted on (94) sixth grade students who before the study had negative attitudes

towards L2 reading and had low reading comprehension level. Two experimental groups

read short stories and simple passages related to their intensive reading topics. They were

asked then to do follow-up activities such as retelling a story, acting out, writing

summaries, presenting a radio play, and answering worksheets. The control group had the

same number of reading periods, but in these periods only their textbook activities and

reading passages were discussed. The researcher used a reading questionnaire that was

conducted before and after the study to identify the influence of the intervention

techniques – extensive reading activities- on subjects' attitudes. A reading comprehension

test was also used before and after the study to measure the impact of these extensive

reading activities on learners' reading comprehension level. After one year of intervention

(two academic semesters) both the survey and the test results showed that there were

significant differences between the control and the two experimental groups in reading

comprehension level and attitudes towards reading. Actually, the two experimental

groups' reading attitudes and reading comprehension levels have greatly improved.

V
 ‫ﻤﻠﺨﺹ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻬﺩﻑ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﺃﺜﺭ ﺍﻟﻘﺭﺍﺀﺓ ﺍﻹﻀﺎﻓﻴﺔ ﻭ ﺍﻨﺸﻁﺔ ﺍﻟﻘﺭﺍﺀﺓ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ‬

‫ﻭﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﺩﺭﺴﻭﻥ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻜﻠﻐﺔ ﺜﺎﻨﻴﺔ ‪ .‬ﺍﻓﺘﺭﺽ ﺍﻟﺒﺎﺤﺙ ﺃﻥ ﺍﻟﻁﻼﺏ ﻋﻨﺩﻤﺎ‬

‫ﻴﻘﺭﺅﻭﻥ ﻜﻤﻴﺎﺕ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻟﻨﺼﻭﺹ ﺍﻹﻀﺎﻓﻴﺔ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻭﻴﻘﻭﻤﻭﻥ ﺒﺄﻨﺸﻁﺔ ﺘﺘﻌﻠﻕ ﺒﻬﺫﻩ‬

‫ﺍﻟﻨﺼﻭﺹ ﻭﻴﻘﻭﻤﻭﻥ ﺒﻌﺩﻫﺎ ﺒﺘﻨﻔﻴﺫ ﺃﻨﺸﻁﺔ ﺘﻘﻭﻴﻤﻴﺔ ﺘﺘﻌﻠﻕ ﺒﻬﺫﻩ ﺍﻟﻨﺼﻭﺹ ﻓﺈﻥ ﻤﺴﺘﻭﻯ ﻓﻬﻤﻬﻡ‬

‫ﻭﺍﺴﺘﻴﻌﺎﺒﻬﻡ ﻟﻤﺎ ﻴﻘﺭﺅﻭﻥ ﺴﻭﻑ ﻴﺘﺤﺴﻥ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺘﺤﺴﻥ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻨﺤﻭ ﺍﻟﻘﺭﺍﺀﺓ ﺒﺎﻟﻠﻐﺔ‬

‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪ ،‬ﺘﻡ ﺇﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ )‪ (94‬ﻁﺎﻟﺒﺔ ﺤﻴﺙ ﺘﻡ ﺘﻘﺴﻴﻤﻬﻥ ﺇﻟﻰ ﺜﻼﺙ ﻤﺠﻤﻭﻋﺎﺕ ﺤﺴﺏ‬

‫ﺸﻌﺏ ﺼﻔﻭﻓﻬﻥ ﻤﺠﻤﻭﻋﺘﻴﻥ ﺘﺠﺭﻴﺒﻴﺘﻴﻥ) ﺏ‪ ,‬ﺝ( ﻭﻤﺠﻤﻭﻋﺔ ﻀﺎﺒﻁﺔ )ﺃ( ‪ ,‬ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺍﺨﺘﺒﺎﺭ‬

‫ﻗﺒﻠﻲ ﻤﻥ ﺃﺠل ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﻜﻤﻴﺔ ﺤﻭل ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻁﺎﻟﺒﺎﺕ ﻓﻲ ﻤﻬﺎﺭﺓ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﺴﺘﺒﺎﻨﺔ ﻤﻥ‬

‫ﺃﺠل ﺍﻟﺘﻌﺭﻑ ﺇﻟﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻁﺎﻟﺒﺎﺕ ﻨﺤﻭ ﺍﻟﻘﺭﺍﺀﺓ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪ ،‬ﻭﻗﺩ ﺃﻅﻬﺭ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ‬

‫ﻀﻌﻑ ﻤﺴﺘﻭﻯ ﺍﻟﻁﺎﻟﺒﺎﺕ ﻓﻲ ﺍﻟﻘﺭﺍﺀﺓ ﺍﻻﺴﺘﻴﻌﺎﺒﻴﺔ ﺃﻤﺎ ﺍﻻﺴﺘﺒﺎﻨﺔ ﻓﻘﺩ ﺃﻅﻬﺭﺕ ﺃﻥ ﻟﻠﻁﺎﻟﺒﺎﺕ ﺍﺘﺠﺎﻫﺎﺕ‬

‫ﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﺍﻟﻘﺭﺍﺀﺓ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺃﻨﺸﻁﺔ ﺍﻟﻘﺭﺍﺀﺓ ﺍﻹﻀﺎﻓﻴﺔ ﺍﻟﻰ ﺍﻟﻤﻨﻬﺎﺝ ﺍﻟﻤﻘﺭﺭ‬

‫ﻤﺜل ﻗﺭﺍﺀﺓ ﻗﺼﺹ ﻤﺸﻬﻭﺭﺓ ﻭ ﻨﺼﻭﺹ ﻤﺸﺎﺒﻬﺔ ﻟﺘﻠﻙ ﺍﻟﺘﻲ ﻓﻲ ﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻭﻤﺸﺎﻫﺩﺓ‬

‫ﺍﻟﻌﺭﻭﺽ ﺍﻟﺘﻘﺩﻴﻤﻴﺔ ﻟﺘﻠﻙ ﺍﻟﻘﺼﺹ ﻋﻠﻰ ﺍﻟﺤﺎﺴﻭﺏ ﻭﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻨﺸﻁﺔ ﺍﻟﻤﺸﺎﺒﻬﺔ‪ ،‬ﻭﺒﻌﺩ ﻋﺎﻡ ﺃﻜﺎﺩﻴﻤﻲ‬

‫ﻭﺍﺤﺩ ﺘﻡ ﺇﻋﺎﺩﺓ ﻜﻼﹰ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺍﻻﺴﺘﺒﺎﻨﺔ ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺘﺤﺴﻥ ﻭﺍﻀﺢ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬

‫ﺍﻟﺘﺠﺭﻴﺒﻴﺘﻴﻥ ﻓﻲ ﻜل ﻤﻥ ﻤﻬﺎﺭﺓ ﺍﻟﻘﺭﺍﺀﺓ ﺍﻻﺴﺘﻴﻌﺎﺒﻴﺔ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻥ ﻨﺤﻭ ﺍﻟﻘﺭﺍﺀﺓ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﺒﻴﻨﻤﺎ ﻟﻡ‬

‫ﻴﻅﻬﺭ ﺃﻱ ﺘﻐﻴﺭ ﻤﻠﺤﻭﻅ ﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ ﻭﻫﺫﺍ ﺃﻜﺩ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺃﻨﺸﻁﺔ‬

‫ﺍﻟﻘﺭﺍﺀﺓ ﺍﻹﻀﺎﻓﻴﺔ ﻤﻥ ﺃﺠل ﺘﺤﺴﻴﻥ ﻤﻬﺎﺭﺓ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻻﺴﺘﻴﻌﺎﺏ ﻟﺩﻯ ﺍﻟﻁﻼﺏ‪.‬‬

‫‪VI‬‬
 Table of Contents

Acknowledgement………….…………………………………………………….…....III
Dedication………………………………………………………….……...…………...IV
Abstract……………………………………………………………………………..……V
Arabic Abstract ………………………………………………………………………...VI

Chapter One: Introduction .............................................................................................. 2

1:1Background .................................................................................................................... 2

1:2 Statement of the Problem:............................................................................................. 4

1:3The Purpose of the Study: .............................................................................................. 5

1:4Significance of the Study ............................................................................................... 7

1:5Research Questions:....................................................................................................... 7
1:6 Hypotheses:................................................................................................................... 9

1:7 Limitations of the Study ............................................................................................. 10

1:8 Definition of Key Words ............................................................................................ 10

Chapter Two: Review of Literature .............................................................................. 13

2.1 Definition of Reading ............................................................................................. 13
2.2 Reading Comprehension ......................................................................................... 16
2.2.1. Reading Comprehension Models ........................................................................ 18
There are three major models of reading comprehension:............................................ 18
2:2:2 Reading Purposes............................................................................................ 20
2:2:3 Word Recognition and Reading Comprehension ........................................... 22
2:2:4 Background Knowledge and Reading Comprehension ................................. 25
2:2:5 Schemata and Background Knowledge .......................................................... 28
2:3 Extensive Reading Approach............................................................................. 29

Chapter Three: Methodology ........................................................................................ 48

3.1 The Experimental Design of the Study .................................................................. 48
3.2 Subjects of the Study .............................................................................................. 48
3.3 Instruments of Collecting Data ............................................................................... 50

VII
 3.3.1 The Palestinian Ministry of Education Final Exam ............................................. 50
3.3.2 The Post-Test ....................................................................................................... 51
3.3.2.1 Validity of the test ........................................................................................ 52
3.3.2.2 Test reliability .............................................................................................. 52
3.3.3.3 Statistical analysis of the test ....................................................................... 53
3.3.4 The Reading Attitude Questionnaire: .................................................................. 53
3.3.4.1. Validity of the questionnaire....................................................................... 55
3.3.4.2 Reliability of the questionnaire: ................................................................... 55
3.4. The Extensive Reading Program ........................................................................... 56
3.4.1 Providing books for the program ......................................................................... 57
3.4.2. Material selection ................................................................................................ 58
3.4.2 Cooperative learning techniques .......................................................................... 59
3.4.3 Extensive reading activities: ................................................................................ 60
3.5 Time frame .............................................................................................................. 66

Chapter Four: Data Analysis and Discussion of Results............................................. 68

4.1. Introduction ................................................................................................................ 68

4.2. Interpretation of data:……………………………………………………………….69

4.3. Questionnaire Results:………………………………………………………………69

4.4.Test Results…………………………………………...………………..…………….87

Chapter Five: Conclusions and Recommendations ..................................................... 93

5.1 Conclusions ................................................................................................................. 93

5.2 Recommendations ....................................................................................................... 94

5.3 Suggestions for Further Research ............................................................................... 98

References ...................................................................................................................... 100

Appendixes………………………………………………………………………...…..111

VIII
 List of Appendices

Appendix Page
Appendices

A The reading comprehension test 110

B Reading attitude questionnaire 115

C The translated questionnaire 122

D Study Permissions 128

E Names of the jury 131

F Reading materials samples 133

G Post reading activities samples 194

IX
 List of Tables

No. Table Page No.

1.a Distribution of the subjects into three groups 49

1.b The control (Class "A") and the first experimental 49

group's (Class "B") results in the pre reading
comprehension test

1.c The control (Class "A") and the second experimental 50

group's (Class "C") results in the pre reading
comprehension test

2.a The control group's results (Class "A") in the reading 71

attitude questionnaire

2.b The control group's results in extensive reading section 73

in the reading attitude questionnaire

2.c The control group in the intensive reading section the 74

reading questionnaire

3.a The first experimental group's results (Class "B") in the 75

reading attitude questionnaire

3.b The first experimental group's results (Class "B") in the 77

extensive reading section in the reading attitude
questionnaire

3.c The first experimental group's results (Class "B") in the 79

intensive reading section in the reading attitude
questionnaire

4.a The second experimental group's results (Class "C") in 80

the reading attitude questionnaire

X
 4.b The second experimental group's results (Class "C") in 82
the extensive reading section in the reading attitude
questionnaire

4.c The second experimental group's results (Class "C") in 84

the intensive reading section in the reading attitude
questionnaire

Table 5 The control (Class "A") and the first experimental 85

group's (Class "B") results in the reading attitude
questionnaire

Table 6 The control (Class "A") and the second experimental 86

group's (Class "C") results in the reading attitude
questionnaire

Table 7 The control group's results (Class "A") in the reading 87

comprehension test before and after the study

Table 8 The first experimental group's results (Class "B") in the 88

reading comprehension test before and after the study

Table 9 The second experimental group's results (Class "C") in 88

the reading comprehension test before and after the
study

Table 10 The control (Class "A") and the first experimental 89

group's (Class "B") results in the post reading
comprehension test

Table 11 The control (Class "A") and the second experimental 90

group's (Class "C") results in the post reading
comprehension test

XI
Chapter One

Introduction

1
 Chapter One: Introduction

1:1Background

English has become the most dominant language today and most of modern

human activities involve using English. It has also become the lingua franca in different

fields such as technology, medical science, computer science, business, and tourism

(Crystal, 1997). According to Hutchinson and Waters (1987), the powerful position of

English speaking countries (USA and UK) reinforced its statues as the most accepted

international language for the different aspects of human life especially those which

require communicating ideas and sharing information.

The importance of English motivates learners to learn it as they realize its

importance for their future. This type of motivation is called "extrinsic or instrumental

motivation" because it is related to external factors, as those students who learn English

to get a better job or to have a higher salary. Actually, unlike adults, young learners do

not have strong instrumental motivation towards English learning as they are not mature

enough to understand the importance of English for their future life. This leads to poor

attitudes and weak motivation towards English in general and towards traditional reading

activities in particular (Martine, 2000; Komiyama, 2009). In EFL context, reading is a

major form of learners' exposure to the target language but it is the least attractive skill

for young learners. Unlike the other three skills ( i.e. speaking, listening and writing)

reading depends on learners' reception of written symbols and transforming these

symbols into meaningful words. Such precise process is not attractive for young learners

because they are active and full of energy and they like to move all the time (British

Council, 2011). EFL learners' language problems could be overcome easily only if

2
students become more motivated to read (Komiyama, 2009). In other words, young

students cannot be motivated to read in English because it is important for their future

life, but they will be motivated much more when they find internal motivation factors to

do so. In fact, EFL students will read more when they read for fun; reading in such

situations becomes an interesting, routine-free, and optional activity. Children do not like

anything obligatory even if that thing is good or important for them. Consequently, a

good teacher is one who can assist learners to achieve the learning objectives and tasks

without making them feel that they have to do this or that. Additionally, young learners

learn more when they feel safe but this is not the case in most of the in-class reading

activities in which they must complete reading in a limited time without choice. Teachers'

understanding the reading process nature as a cognitive and communicative activity will

help them provide appealing atmosphere for learners to read and to enjoy in the same

time.

Reading is a major skill which allows learners to understand the written materials.

This skill also enables them to interpret visual symbols by retrieving the related

background knowledge linked to the words they read. In addition, reading is a

complicated skill that demands more than one mental process and it is an interactive

activity through which a reader performs two parallel mental processes. The first is

bottom-up processing in which a reader starts from processing the smallest units of

language to the largest ones. This process involves word automatic decoding and

accessing to the mental lexicon. In other words, in the bottom-up process readers start

from identifying or discriminating the letters to recognize the connection between letters

and sounds and so on till they get the general idea (Rtutezel and Cooter, 2013). The other

3
process is top-down processing in which readers bring their prior knowledge and

experiences to comprehend the written symbols and to extract the intended meaning or

message (Farrell, 2009). Consequently, when a teacher understands reading process

mechanisms and strategies he\she will be able to provide comprehensible inputs for

learners to develop their reading sub-skills (Krashen, 1985).

In EFL contexts, as in Palestine, the time of exposure to English is limited to their

English classes at school. This is not sufficient to develop their L2 skills as it is required.

As a result, students here have serious problems regarding English language skills in

general and reading comprehension in particular. The current study will highlight the

influence of exposing learners to large amounts of appropriate reading materials on their

reading comprehension level. It will be based on the assumption that learners can learn

reading mainly by going through reading texts that are suitable to their levels and

interests (Krashen, 1988). In fact, many researches and reviews of previous studies

reflected the positive influence of using extensive reading on the various aspects of

language learning as on learners' attitude, motivation, writing competency, reading

comprehension, and word recognition speed (Robb and Susser, 1989 ; Mori, 1999; Gunn,

Smolkowski, Biglan and Black, 2002; Grabe and Stoller, 1997; Hayashi, 1999; Santa and

Hoien, 1999; Yamashita, 2004; Loh, 2009).

1:2 Statement of the Problem:

In Palestine, students have negative attitudes toward reading and this influences

their language learning. Learners in this context do not like to read and they only read to

pass examinations and grades. The culture of EFL reading for enjoyment or for

expanding general knowledge is nearly absent. In fact, the Palestinian syllabus contains

4
reading passages which are imposed on learners without choice and this increase the

problem.

Each year, The Palestinian Ministry of Education conducts an English final

exam for the fifth grade at the end of the first semester. The results of students for the last

four years showed that they have serious problems regarding English language skills and

in reading comprehension sub-skills in particular. In 2012 less than 55% of the students

in South of Hebron schools were able to pass the Ministry of Education Final Exam for

the fifth grade. As for the subjects of this study they got similar average scores and results

as the rest of other students in other public schools. Their results indicated that less than

50% of the population (94 girls) was able to pass the reading comprehension section in

that exam. The subjects have also another problem which is the negative attitude towards

English language learning and especially towards reading activities and tasks. To

improve learners' reading comprehension and attitudes, simple short stories along with

short passages were integrated into subjects' English syllabus. The learners had the choice

to select which story to read each week. Another objective of this study is to support

learner-centered learning by giving subjects the freedom to select what and when to read.

In addition, the researcher hopes that this study will result in improving subjects' attitude

towards reading which will reflect positively on their English learning. To sum up, this

study aims at investigating the impact of extensive reading activities on sixth grade girls'

reading attitudes and reading comprehension levels.

1:3 The Purpose of the Study:

This study aimed at improving beginners' reading comprehension level and

attitudes towards reading by helping learners to see reading activities as a source of fun.

5
The stories from which the learners will select what to read are familiar, interesting,

simple and full of pictures. This study is also expected to provide better understanding if

students in this study have such a negative attitude toward reading and how it could be

changed into a positive one. These findings could be generalized to other students in

similar conditions.

The researcher also hopes that this study will contribute towards developments in

the teaching and learning of the reading skill in particular and the English language

teaching methodologies in general in similar situations. In addition, extensive reading

activities may reinforce the use of Communicative Language Teaching (CLT) since most

of the selected activities were based on cooperative learning and communicative language

teaching principles. The selected activities involved reading different types of materials

as fairy tales and famous short stories which have great influence on learners' especially

on female students. Consequently, it is predicted that such attractive materials and

activities will encourage learners to develop a reading habit.

In fact, sixth grade learners at Hafssa School (the school from which the subjects

were selected) got very low grades on the Reading Comprehension Section in the

Ministry of Education exam in comparison with their grades in other sections in the same

exam. Consequently, this study will investigate the influence of using extensive reading

activities as start with Simple Story Technique "SSS", story talk activities and group

discussions on improving subjects' reading comprehension. This study also aimed at

providing better understanding regarding the way by which we can help learners in EFL

contexts to become better readers.

6
1:4 Significance of the Study

It is true that there are many studies related to the influence of using extensive

reading on learning English as a second or foreign language (e.g. Groscuch, 2009; Maata,

1999; McKenna and Ellsworth, 1995; Holy and Michael, 2007; Hafiz and Tudor, 1990;

Hayashi, 1999; Santa and Hoien, 1999; Loh,2009; Foorman, Francis, Winikates, Mehta,

Schatschneider and Fletcher, 1997). Nevertheless, this study is one of a few in the Arab

World that investigates the effect of using extensive reading activities on young learners'

reading comprehension and on their reading attitudes. In addition, the extensive reading

program used in this study focuses on the learner as the center of any learning activity

because learners in these activities will do most of the work and the teacher will be a

facilitator. Learners will select, present, act out, and discuss the stories or passages they

have selected. In fact, this study is not only based on using short stories but it aimed at

changing the way learners perceive reading as a boring and compulsory activity.

Additionally, this study adopted different techniques from various recourses for

integrating extensive reading within EFL teaching and the selected set of techniques were

not used together in any previous study (see methodology section). This study will

hopefully contribute to improving subjects' reading skills and attitudes towards it.

1:5 Research Questions:

This study aims at finding answers for following two major questions:

A- What is the influence of using extensive reading activities on sixth grade girls'
attitudes toward reading at Hafssa Basic School?

7
B- What is the influence of using extensive reading activities on sixth grade girls'
reading comprehension level at Hafssa Basic School?

The above two questions will be answered through investigating the following sub-

questions:

A- What is the influence of using extensive reading activities on sixth grade girls'

attitudes toward reading at Hafssa Basic School?

a. What is the influence of using extensive reading on sixth grade students'

attitudes toward reading in general?

b. What is the influence of using extensive reading on sixth grade students'

attitudes toward extensive reading?

c. What is the influence of using extensive reading on sixth grade students'

attitudes toward intensive reading?

B- What is the influence of using extensive reading on sixth grade students' reading

comprehension level at Hafssa Basic School?

a. What are the differences between the experimental groups' performance in the

reading comprehension test before and after the study?

b. What are the differences between the experimental groups and the control

group performance in the reading comprehension test after the study?

8
1:6 Hypotheses:
A. There will be no significant differences between sixth grade students' attitudes

towards reading before and after the study at the level α= 0.05.

1. There will be no significant differences between sixth grade students'

attitudes towards reading in general before and after the study at the

level α= 0.05.

2. There will be no significant differences between sixth grade students'

attitudes towards extensive reading before and after the study at the level

α= 0.05.

3. There will be no significant differences between sixth grade students'

attitudes towards intensive reading before and after the study at the level

α= 0.05.

B. There will be no significant differences between sixth grade students' reading

comprehension level after the study at the level α= 0.05.

1. There will be no significant differences between sixth grade students' reading

comprehension performance before and after the study in the reading test at the

level α= 0.05.

2. There will be no significant differences between the experimental and the control

groups' reading comprehension performance in the reading test after the study at

the level α= 0.05.

9
 1:7 Limitations of the Study

The researcher acknowledges that this study has the following limitations:-

1. Limited population: the results of this study could be generalized only to a similar

population.

2. Gender and age limitations: this study was conducted on sixth grade girls. In addition;

the used extensive readings were designed to suit beginning EFL learners.

3. Limited area: this study is conducted in the south of Hebron in Palestine so

generalization is limited to contexts similar to this one.

1:8 Definition of Key Words

1- Reading: is one of the four basic skills which can be defined as the ability to

acquire information by identifying visual symbols. This ability involves

conscious reproduction and identification of written or printed symbols, letters,

words, word group and sentences to figure out their intended meaning (Ngwoke,

2006). A literate person can obtain knowledge from graphic symbols through

reading which enable him\her to see the world far above the physical reach

(Opara, 2007).

2- Extensive reading: Extensive reading is reading extra or additional materials for

general understanding. In such activities there is no need for knowing the

meaning of each word (Joseph and Michael, 2007). Day and Bamford (1998)

defined extensive reading programs as encouraging learners to read large amount

of printed materials in the second language. Extensive reading helps readers to

10
 develop the various linguistic skills as reading comprehension, writing, listening

comprehension ( Loh, 2009; Casper and others, 1993).

3- Intensive reading (academic reading): this type of reading occurs when a

learner wants to learn or to know more about a particular topic. This type of

reading usually refers to reading school textbooks and it requires a number of

reading sub-skills. Intensive reading differs from extensive reading in many

ways. In intensive reading learners read particular amounts of texts with teacher's

guidance in classroom. It is used to get detailed information from a text and to

develop reading sub-skills (Nuttal, 1996; Alderson and Urquhart, 1984).

4- Reading comprehension: it is the process of extracting and making sense of what

is being read; this process consists of three elements: the reader, the text and the

reading activity (Snow and Sweet, 2003). Reading comprehension depends on

learners' linguistic knowledge and cognitive abilities, and on their cultural

familiarity with the reading topic.

11
 Chapter Two

Review of Literature

12
 Chapter Two:

Literature Review
This chapter will present theoretical background related to the study. The reading

process will be defined in details along with discussing the different views and

perspectives of reading. Reading comprehension models and the factors which influence

them will be investigated in the next section. The third section will discuss the definition

of extensive reading, related previous studies, and reviews of extensive reading studies.

In addition, this chapter will investigate methodologies of using extensive reading within

EFL teaching as they were presented in previous studies.

2.1 Definition of Reading

Reading is one of the four basic skills which can be defined as the ability to

acquire information by identifying visual symbols. This ability involves conscious

reproduction and identification of written or printed symbols, letters, words, word group

and sentences to figure out their intended meaning (Ngwoke, 2006; Bader, 2008; Grellet,

1981). A literate person can obtain knowledge from graphic or visual symbols through

reading which enable a reader to see things through others points of view. In fact, what

gives reading its influential role in the learning process is its function as a medium of

getting linguistic data and comprehensible inputs, particularly in EFL contexts (Bader,

2002). That powerful role of reading requires special emphases on developing learners'

reading skill. Moreover, the academic success is highly influenced by adopting reading as

13
a habit; this habit can be developed only by doing meaningful reading activities (Opara,

2007; Krashen, 1985).

According to Bader (2008) reading is both a linguistic skill and a cognitive

process. He explained that “Reading as a process is multidimensional skill which draw

upon several knowledge resources” (p.9). These resources include readers’ linguistic

knowledge and their background knowledge about the topic and about the world.

Reading is not the same in all cases and for all purposes. The purpose of reading defines

the appropriate strategy to be used and the learners' practicing of these reading strategies

is crucial for developing their reading competency (Rtutezel and Cooter, 2013). Actually,

flexibility is one important feature of good readers since it allows them to shift from one

reading strategy to another to suite the various reading purposes (Cartwright, 2009).

Fitzpatrick and Ruscica (1997) define reading as a communicative process in which a

reader “participates in the communication process” (p.45). In this process, a readers will

not be isolated from their social and cultural backgrounds as each reader will comprehend

and respond to texts according to these backgrounds. In other words, the same passage

can be understood differently in relation to the unique experiences of each reader with

respect to the reading topic.

Daiek and Anter (2004) also define reading as an active process which “depends

on both authors ability to convey meaning using words and on the readers' ability to

create meaning from them” (p.5). Urquhart and Weir (1998) indicated that the reading

process depends on different factors each of which presents a different view and

definition of reading. For example, reading can be seen simply as a cognitive process in

which learners try to recognize written symbols and to connect them to their meanings

14
(Nuttall, 2000). This cognitive view of reading perceives the reading process as an

individual activity in which learners depend on their linguistic knowledge for making

sense of what they read. However, this view of reading is limited because the reading

process is influenced by other elements other than the cognitive aspects of word

recognition and identification. There is no doubt that learners’ knowledge about word

meanings and structures are very important for reading comprehension, but these

linguistic elements alone will not lead to complete comprehension. Learners must have

adequate background knowledge about the topic and about both the social and cultural

components of a text. Urquhart and Weir (1998) argued that the social and the cultural

knowledge cannot help a learner to understand a text without having sufficient linguistic

knowledge, and they indicated that “Reading without cognitive activit is simply

impossibility” (p.9).

A wider view of reading was presented by Daiek and Anter (2004) who used the

term “critical reading” to describe the reading activity. Reading in this view is an active

process which has the following characteristics:

1- A form of communicative process.

2- This communicative process goes in two directions (authors’ ideas and readers’

comprehension).

3- Readers try to comprehend the written symbols while reading using their

linguistic knowledge, then they use background knowledge about the topic to

understand authors' intended message.

4- Readers in such activity use different strategies for getting the meaning. The

more strategies used, the more information they will retrieve later.

15
2.2 Reading Comprehension

It was mentioned before that reading comprehension does not only depend on

learners’ knowledge about language, but it also depends on many other factors. In this

section these factors will be discussed in details along with reading comprehension

models and processes.

Snow and Sweet (2003) defined reading comprehension as “the process of

simultaneously extracting and contracting meaning” (p.1) and they indicated that

comprehension consists of three elements:

a. The reader who is processing the written symbols to comprehend the intended

meaning

b. The text or the passage to be understood

c. The reading activity in which comprehension took place

Bamford, Stein and Shelton (1984) also indicated that reading comprehension

depends on both learners’ knowledge of the context and on their mental or cognitive

processing of these written symbols. In addition, they explained that there are many

approaches to reading comprehension and each describes the comprehension process

from a different point of view. For example, the cognitive approach focuses on the mental

processing of information activities, and on how these process help learners to decode

understand and remember the information in a text. There is no doubt that these processes

are the foundation of any reading comprehension activity, but in many cases there are

readers who understand the direct meaning of words and still cannot understand the real

intended message. The reason may refer to learners’ lack of related background

knowledge about the social, cultural and contextual elements in a text. In fact, when a

16
learner reads in L2, they may face many texts about other cultures, and this will make the

reading comprehension mission more difficult.

Alderson (1984) argued that when readers read in a foreign language, their

comprehension will be limited even if they read with a define purpose, and even if they

had the needed background knowledge but depending on unsuitable strategies. A foreign

learner depends on the same set of strategies he used to use in his\her L1 reading for

reading texts in another language L2. In fact, Alderson believes that every language

requires particular use of particular strategies. Alderson (1984) stated in his article

“Reading in a Foreign Language: a reading problem or a language problem?” that “Poor

reading in a foreign language is due to poor reading ability in the first language” (p.4) and

that poor L1 readers are expected to have poor reading skills in L2. He also

recommended that readers develop their strategy use to match the special features and

structures of L2.

Urquhart and Weir, 1998; Scammacca and others 2007; Nuttall 2000; Seffesen

and Dev (1984); Bader 2008; Anderson and Pearson, 1984 and Joseph, 2013 presented

the following suggestions for improving reading comprehension:

1. Developing learners' sub-reading skills as:

a. Developing learners' decoding and word recognition skills

b. Raising their phonological awareness

c. Developing their contextual knowledge

2. Adopting the SQ3R reading technique: This method is based on a systematic

reading process of five steps: Survey (S), Question (Q), Read (R), Recite (R) and

17
 Review (R). In fact, this technique was proved to be effective in second language

teaching.

3. Developing learners’ autonomy by purposeful and active involvement in reading

activities.

4. Reading in both languages L1 and L2; good L1 readers have stronger motivation

and better attitude towards reading. This will eventually turns to a reading habit that

will have a positive effect on L2 reading.

5. Reading extensively by selecting enjoyable books.

6. Practicing various reading strategies.

7. Expanding learner’s background knowledge using: pictures, films, literature,

internet…

2.2.1. Reading comprehension models

There are three major models of reading comprehension:

1- Bottom- up: Thornbury (2006) defines it as the process in which readers "decode the

letters words and grammatical forms of individual sentences" (p.190). Retuzel and

Cooter (2005) assumed that this process is more frequently used by beginners in the first

stages of language learning, since they start reading from the smallest parts (letters,

words) of a text tell they understand it all. They compared the bottom up model to a jig-

zaw puzzle. In both the reader/ player starts from each piece of a puzzle/text then puts

these pieces together to get the whole picture. Retuzel and Cooter (2005) also indicated

that there are two models of bottom- up processing:

18
 1- One second reading model: This model was developed by Gough (1972) and it

describes reading as a “serial mental process” (Retuzel and Cooter, 2005. p.6).

In this model readers starts from “translating the parts of written language into

speech sounds, then piece the sounds together to form individual words, then

piece the words together to arrive at an understanding of authors’ written

message” (Ibid. p.6).

2- Theory of automatic information processing: This model was developed by

LaBerge and Samuds (1974) and it assumes that the “Human mind functions

much like a computer and that the visual input sequentially entered into the

mind of the reader” (Retuzel and Cooter, 2005, p.6). In other words, this model

assumed that the human mind has the ability to do more than one task at the

same time. This is known as “multi-tasking” but when there is a task which

demands much attention, readers' ability of multitasking will be limited.

According to this model, the human mind has limited ability to shift from

decoding and identifying visual symbols to the comprehension process

especially if the reading texts were unfamiliar or difficult (Ibid, 2005).

2) Top-down model: It is a process of reading comprehension in which readers depend

on their schematic and background knowledge to comprehend a text. This process is

based on learners’ contextual knowledge which helps readers to understand the

organization of ideas within a text to get the intended message. Learners’ ability to draw

on these strategies and to retrieve what they have already stored in their long-term

memories is called schematic knowledge (Thornbury, 2006). Additionally, an effective

19
reader “would be elaborating the text in his/her mind incorporating the meaning that was

being extracted” (Maraco and Erler, 2008, p.93). Actually, Maraco and Erler also

indicated that the comprehended meaning will be influenced by three factors:

a. Learners’ view of the world

b. Learners’ knowledge structure

c. Learners’ schemata

The Top- down Model helps the learners to get the meaning without knowing every

word in a text. It also enables them to make reasonable guessing whenever they face a

new word depending on their own schemata- based inference.

3) Interactive model: Carrell defined this model as a combination of both the top-down

and bottom-up models (cited in Maraco and Erler, 2008). The difference here is in the

degree of depending on one more than on the other. In this model, many processes takes

place while reading (Day and Bamford, 1998) including:

1. Automatic word recognition

2. Activating background knowledge

3. Activating learners’ linguistic knowledge

According to Day and Bamford (1998) the interactive model of reading is the most

accepted one as any effective reading process cannot depend exclusively on one model

alone.

2:2:2 Reading Purposes

This section will present a brief view of different reading purposes:

20
A) Scanning vs. skimming

Scanning is a reading technique by which a reader looks for a piece of

information, and then he/she tries to absorb all the information to get the particular

answer he/she wanted (www.usingenglish.com). Camer (1998) also defines scanning as a

reading strategy which is used to find answers to specific questions. Skimming, on the

other hand, is reading for getting the main idea. Learners skim when they need to cover

materials or books in a hurry (Atkinson and Longman, 1999). In such situations, a learner

will neglect parts of what they read in relation to their importance. Actually, skimming is

skipping while evaluating the importance of each part in a passage. According to

Atkinson and Longman (1999) skilled readers can read more than 800 to 900 words per

minute while skimming.

B) Reading for rejection and for enjoyment

Filtzpatrick and Ruscica (1997) indicated that there are two reasons for reading:

the first is for rejection and the other is for entertainment. The first refers to reading for

evaluating the usefulness of some materials ass when a learner wants to evaluate the

irrelevant materials to a research topic, or when a learner searches in a library to find a

certain piece of information. Reading for enjoyment or for pleasure, one the other hand,

takes place anywhere, and it is mostly an independent reading activity. Another important

feature of this type is its positive influence on learners’ attitudes towards reading because

it increases learners’ knowledge about various social and cultural topics and themes

(Lockwood, 2008).

21
C) Intensive Reading (Academic Reading):

This type of reading occurs when a learner wants to learn or to know more about a

particular topic. This type of reading usually refers to reading textbooks and it requires a

number of reading sub-skills. Intensive reading differs from extensive reading in many

ways. In intensive reading learners read a particular amount of texts with a teacher's

guidance in the classroom. It is used to get detailed information from a text and to

develop reading sub-skills. In addition, intensive reading is very important for expanding

learners' vocabulary and deepens their grammatical knowledge. As for the level of

intensive reading materials, they are slightly above learners’ level (i.e. I+1) (Nuttal, 1996;

Alderson and Urquhart, 1984; Krashen, 1985 ). In addition, while reading intensively,

readers read with well defined purposes, and they interact with the text on the bases of

these purposes. Concentration is also another important factor for successful intensive

reading like when a learner reads a textbook without active thinking of what is being

read, he\she will understand nothing and will remember nothing (Nuttal, 1996). Extensive

reading on the other hand, depends on reading large amounts of materials which are

slightly under the learners' level. The purpose of such reading is to read for pleasure and

for getting a general idea of what is being read (Richards and Schmidt, 2002).

2:2:3 Word Recognition and Reading Comprehension

Word recognition is “the ability of a reader to recognize written words correctly

and virtually effortlessly” [http:lincs.ed.gov]. These words that can be identified

automatically are called “sight words” because a reader can recognize them just when

22
seeing them. According to Day and Bamford (1998) these words are very important for

developing reading fluency. In fact, fluent readers have large amounts of words which are

among their “sight words.” However, when a reader faces new words, he\she has to read

them slowly to acquire these new items. According to Scarbrough (2009) most

struggling readers have problems for the reason that they "stumble in measuring the word

recognition standards.” Reading disabilities mostly resulted from (Scarbrough, 2009):

1) Weak phonemic awareness

2) Decoding defect

3) Slow word recognition

O’Connor (2007) agreed that phonemic awareness is a key stone for effective

word recognition, and he suggests that teachers can raise learners’ phonemic awareness

by “Integrating phonemic awareness with the letters' sounds children has learned" and

that "children quickly grasp the alphabetic principle” (O’Connor, 2007, p.26) In

addition, practicing word spelling is very important for reading because young learners in

the first stages think of words in relation to their visual pictures or sounds, so they must

practice spelling and reading words aloud (Ibid).

Cognitive abilities underlying word recognition skill:

The following factors have great impact on word recognition. (Scarbrough, 2009;

Snow and Sweet, 2003; Adams, 1994; O'Connor, 2007):

1- Syntactic and semantic relationships among words

2- Phonemic awareness of words in their spoken form

3- Inferential Skills

23
 4- Background knowledge

5- Orthographic awareness

6- Vocabulary repertoire

7- Cognitive abilities

Word recognition is the base of any reading comprehension process. According to

O'Connor ( 2007) and Adams (1994) word recognition helps learners to:

1- Obtain information functionally

2- Enjoy reading and motivate reading for pleasure

3- Extract the message and the intended meaning while reading silently

4- Identify words automatically

When learners acquire new words, they will store them in their long-term memory.

There are many types of memory, an example of which is visual memory. In this memory

people store and retrieve images of printed words (Sweet and Snow, 2003). In addition,

Risko and others (2005) indicated that visual word recognition is obligatory, and they

explained that when a reader sees a word, it will stimulate his/her visual memory without

the learner's conscious intention to recognize it. In other words, visual word recognition

is an automatic and an unconscious process. Risko and others (2005) pointed out that

visual word recognition can be influenced by these factors:

1. Learners’ special attention

2. Response demands

3. Attention load

These factors influence the speed of word retrieval from the long-term memory.

These theories regarding word recognition provide explanations of learners' problems in

24
reading comprehension and they all suggest that the best thing to improve learners' word

recognition is by practicing reading as much as possible.

2:2:4 Background Knowledge and Reading Comprehension

This section will discuss the relationship between background knowledge and

reading comprehension.

Background knowledge is critical for reading comprehension because reading is

not only about understanding words and sentences, but it also involves making sense of

the social and cultural context in which these linguistic units were used. In fact,

background knowledge refers to learner's knowledge or familiarity with the topic or the

theme of a text. Background knowledge helps learners build a schema about a text which

is important for making reasonable guessing (Thornbury, 2006; Krashen, 2011; Risko,

2005; Anderson and Pearson, 1984). The relationship between reading comprehension

and background knowledge is a cyclic one as good reading comprehension requires good

background knowledge about the topic. At the same time, the best way for developing

background knowledge is by reading large amounts of materials. According to Mazano

(2007) learners’ motivation to develop their knowledge is influenced by the following

factors:

1- The instructional skills of a teacher

2- The complexity of new contents

3- Students’ ability to process and store new knowledge

25
4- Students’ socio-economic status

Alderson (2000) indicated that previous studies of reading comprehension proved

that learners’ background knowledge has a great impact on reading comprehension.

Research also showed that learners’ lack of cultural familiarity and background

knowledge has negative influence on their reading comprehension. In fact, even if a

learner knew the meaning of each word, their understanding of the message will be

incomplete if they do not have sufficient and appropriate background knowledge about

the topic (Macaro and Erler, 2003). In addition, Fisher and Frey (2003) indicated that

“Background knowledge is not something that merely sits dormant until it is needed. It

mediates the extent to which other reading comprehension behaviors are utilized" (Fisher

and Frey, 2013, p.1).

Marzano (2004) discussed more than seven studies about the relationship between

background knowledge and academic achievement. The results of these studies indicated

that there was strong correlation between these two factors. In fact, 66% of what a person

learn about new topics is related to his/her background knowledge. In addition, Sitcht and

Hafstter reported that academic background knowledge does not only affect learning, but

it also has great influence on learners’ future occupation status and over all income (cited

in Marzono, 2004). When learners have already the needed background knowledge

without using it actively, teachers should help them to activate it. There are many types of

activities that can expand background knowledge and they should be integrated into the

reading lessons (Fisher and Frey, 2010).

According to Marzano (2004) there are two ways by which background

knowledge can be developed and activated:

26
A- Direct experience: Teachers can develop their students' experiences by visiting new

places, meeting, and talking to native speakers. In other words, when a learner visits or

tries new things related to their reading topics, their background knowledge will be

expanded. However, there are many problems regarding this such as cost, time and effort

needed for such activities. Nevertheless, a good teacher can provide such experiences

without wasting time or money by using the Internet, videos, DVDs, and other resources.

B- Indirect experience: This type of experience helps in developing learners’

background knowledge with limited effort and time. Extensive reading is a very good

tool for activating and expanding learners’ indirect experiences (Marzano, 2004). In

addition, Fisher and Ferry (2009) suggested other techniques that can be used by teachers

to develop learners’ background knowledge:

1- To teach conceptually: a teacher should not focus on isolated facts or meanings;

he/she should rather encourage learners to analyze information and to extract the

relationships between these meanings and facts. Problem solving and thought

provoking questions are good ways for developing critical reading.

2- To teach for transformation: learners must be encouraged to transform theoretical

ideas in their actual life. The active transformation of knowledge will activate

learner’s minds to store this information, and then use it in similar situations.

3- To evaluate learners’ background knowledge constantly. In this way teachers can

provide the suitable feedback to learners to improve their knowledge.

27
2:2:6 Schemata and Background Knowledge

Sotott (2001) defines schemata as the process by which a reader activates and uses

his/her previously stored knowledge to understand a text. According to Thornbury,

schema is “the way that knowledge about a topic or a concept is represented and

organized in the mind” (Thornbury, 2009, p.202). As a matter of fact, learners’ schemata

are unique because each one has different schemata about the same topic. A learner uses

the stored schemata to identify the genre, structure, topic and the message of a text

(Sotott, 2001).

Alderson (2000) refers to schema theory to explain how background knowledge

influences reading comprehension. This theory suggests that what readers knew before in

relation to a reading topic affects their understanding of a text. He explained also that

“when readers process text, they integrate the new information from the text into their

pre-existing schemata… their schemata influences how they recognize information as

well as how they store it” (Ibid, p.33). The previous definitions have common aspects as

explaining the relationship between learners’ schemata and comprehension. Learners'

schemata are the foundation of any top-down processing of texts since they depend on

them to identify the topic and the messages of a text. Thornbury (2006) explained that we

depend on our schemata “to refer to the temporary mental picture that a reader constructs

when processing a text” (p.202).

However, and after examining previous studies related to the applications of the

schema-theory Stott (2001) found that these applications do not always result in

developing learners’ comprehension. Such results may occur when a learner depends on

28
background knowledge while neglecting the linguistic knowledge needed for

understanding a text.

To conclude, schemata theory provides many applications which can result in

improving learners’ reading comprehension, but learners must also develop their

linguistic competence. Otherwise, schematic knowledge will not be useful. Balance is

the key issue at this point because active readers know when to depend on bottom-up

knowledge (i.e. detailed knowledge) and on top- down knowledge (i.e. schematic

knowledge).

2:3 Extensive Reading Approach

Extensive reading is reading extra or additional materials for general

understanding. In such activities there is no need for knowing the meaning of each word

(Joseph and Michael, 2007). Day and Bamford (1998) defined extensive reading as

encouraging learners to read large amounts of printed materials in the second language.

These materials must be varied in terms of their topics and genera. Extensive reading can

also be seen as an approach of developing reading habit and linguistic competence by

reading long texts mostly for pleasure and outside the regular reading classes (Thornbury,

2006). Day and Bamford (1998) on the other hand, indicated that extensive reading can

be done both inside and outside the class. They explained that extensive reading can be

done inside the class by setting at least 15 minutes for sustained silent reading to give the

learners the opportunity to read individually texts they like. Many scholars believe that

learners can learn to read by reading, and that for developing learners' reading sub-skills,

teachers should encourage them to develop a reading habit (Smith 1997; Krashen, 1982,

29
Day and Bamford, 1998). In addition, many studies reported the positive influence of

using extensive reading on various aspects of language learning such as on learners'

motivation, vocabulary repertoire, listening comprehension, reading comprehension,

writing skill, and attitudes towards L2 ( Mori, 1999; Gunn, Smolkowski, Biglan and

Black, 2002; Grabe and Stoller, 1997; Hafiz and Tudor, 1990; Hayashi, 1999; Santa and

Hoien, 1999; Cho and Krashen, 1994; Loh,2009; Foorman, Francis, Winikates, Mehta,

Schatschneider and Fletcher, 1997).

Joseph and Michel (2007); Cartwright, (2009) and Casper et al. (1993) presented

many justifications for using extensive reading in language teaching including: a) it can

develop the sub-skills of reading; b) it can develop other important aspects of reading

comprehension; c) it also can develop fluency; d) extensive reading develops the ability

to form a schema of a text which is significant for reading comprehension. Advanced

readers “can build on their bases of schemas and create mental models throughout

reading" (Casper et al., 1993); e) extensive reading can be also presented for developing

reading strategies, by practicing, and selecting strategies that suite the various purposes of

reading such as for reading for pleasure, for getting the general idea, or even for doing

in-class activities and discussions.

Krashen (2011) made a review of extensive reading studies. In light of their

results, he stated that "Extensive reading adolescent and young adults studying English as

a foreign language revealed a strong and consistent positive for both tests of reading

comprehension… and cloze tests" (p. 33). These results reveal how important it is to

employ an extensive reading approach in foreign language teaching. In addition, Mason

and Krashen (1997) demonstrated that "extensive reading proved to be superior to

30
traditional approaches in measuring reading comprehension, as well as on measuring

writing and reading speed" (p.105). This statement is based on the results of three quasi-

studies conducted in Japanese universities (see the next section) the results of which

showed the positive influence of extensive reading on the various sub-skills of English

language learning such as reading comprehension, writing speed and word recognition

rate.

As for extensive reading materials selection, Walter (2004) believes that they should

be just below the readers' level so that they can read texts without difficulty. Also,

teachers have to take into account the cultural background knowledge needed for

understanding texts while selecting them for extensive reading activities along with the

level of difficulty of the various types of passages. The next section will cover these

major issues related to extensive reading theories and applications:

i. Benefits of extensive reading

ii. Methodologies of using extensive reading in EFL curriculum

iii. Material selection

iv. Extensive reading teacher

v. Why do not teachers use extensive reading?

2:3: 1 Benefits of Extensive Reading

Many researchers proved that using extensive reading in EFL curricula enhances

language learning in both the general language and reading comprehension skills (e.g.

Day and Bamford, 1998; Scammacca, et al., 2007; Maata, 1999; Holy and Michael, 2007;

Hayashi, 1999; Santa and Hoien, 1999; Yamashita, 2004…). Day (2012) in an article

31
discussed twenty recent studies in which extensive reading was used in EFL or ESL

classes to develop L2 competency presented a summary of each regarding its population

and results. All of these twenty studies proved that extensive reading helped learners to

improve their L2 levels. Some of the studies were concerned with a particular aspect of

L2 learning while others where interested in general language proficiency. For example,

some of these studies proved that extensive reading increased learners' reading rate

(Iwahori (2008); Kusanagi (2004); Bell (2001). Others proved that extensive reading

increased learners' motivation and attitudes towards L2 learning such as Takase (2003).

Krashen (2011) in his review of extensive reading studies also concluded that extensive

reading is a good means of introducing learners to different genres, books, authors, etc.

Walter (2004) suggested that extensive reading helps learners to learn about text

characteristics which will help them be better readers. Though such strategies can help

learners to understand better, there are still many cases where learners can read words,

and they are good with reading strategies without being able to extract the meaning of

these words together. This indicates that using reading strategies without acquiring a

certain amount of vocabulary will not be useful. Such problems can be solved according

to Krashen (1988) only by developing learner's lexicon (i.e. the amount of vocabulary

that learners can recognize and use) through reading extensively. The following section

will discuss each advantage of extensive reading in details supported by the results of

previous studies.

32
A- Developing automaticity and word recognition:

One of the most important features of fluent readers is automatic word recognition

because it allows them to use their cognitive abilities to comprehend L2 texts faster than

other learners (Taguchi, Takayasu-Maass and Gorsuch, 2004). In addition, skillful

readers can identify words without much cognitive effort (Day and Bamford, 1998).

Maley (2009) also stated that the speed of that automatic recognition and lexical retrieval

from the mental lexicon influence reading comprehension directly. Thus, high level

readers have a noticeable fast ability to retrieve vocabulary items while reading much

more than low-competency readers. It was proved that extensive reading develops

automaticity of word recognition and lexical access by many researchers such as Huckin

and Coady (1999), and Scammacca et al. (2007). Taguchi, Takayasu-Maass and Gorsuch

(2004) explained that extensive reading develops learners' autonomy and fluency since it

can be done anytime and anywhere. Also, the learners in extensive reading have full

control over their readings in terms of time management, material selection and many

other aspects of the reading process. Additionally, learners can "visualize" and

"interpret" what they read in their own way. Taguchi, Takayasu-Maass and Gorsuch

(2004) proved that extensive reading enhanced learners' fluency in general and reading

fluency in particular. They clarified that extensive reading increases learners' ability to

"automatically recognize an increasing number of words and phrases"( p.71).

Cobb (2008) argued that the normal time frame of instructed L2 cannot build "an

adequate functional L2 lexicon"while extensive reading helps learners develop their

linguistic competency outside regular EFL classes" (p.109). To sum up, reading fluency

is an important aspect of reading comprehension which can be developed through

33
extensive reading activities such as timed reading, read-aloud, guessing games, book talk,

group reading, and word recognition activities which can be carried out in and outside

classrooms.

B- Developing learners' knowledge and experiences: Background knowledge has

critical role in reading comprehension since all readers even the good ones cannot

understand texts with strange topics as fast as they understand other texts with familiar

ones .The reason is that the previous knowledge is "codified into our mental schemata"

(Walter, 2004). Maley (2009) pointed that extensive reading develops learners' world

knowledge and experiences because extensive reading provides variety of materials and

topics which open the reader's mind on new worlds and cultures. In addition, extensive

reading helps learners to see the world through others eyes and from different points of

view and this makes them more opened toward learning other languages. In other words,

this is a complementary and cyclic process as reading develops learners' knowledge and

their decoded background knowledge develops their reading.

C- Developing learners' lexicon: Any text can be classified as difficult or easy

according to the level of vocabulary it contains. The level of word difficulty depends

on word frequency. There are many long and apparently difficult words which are

classified under the basic vocabulary while there are other shorter words which are

classified under the advanced level. It is clear that word frequency is the major criterion

of words classification and not their length. Therefore, reading words over and over

again in a meaningful context helps learners learn these words (Day, 2012). Extensive

reading is the suitable tool for developing vocabulary items systematically and gradually

(Walter, 2004). Coady and Huckin stated that "second language vocabulary leaning

34
occurs incidentally when a learner is engaged in extensive reading" (Coady and Huckin,

1999, p.181). Additionally, extensive reading provides comprehensible input especially

in those EFL contexts where there is no direct contact or exposure to the target language.

Maley (2009) also confirmed that extensive reading assists vocabulary growth which

develops learners' lexicon by expanding their vocabulary repertoire. However, for

extensive reading to be efficient in such contexts, it must meet many criteria such as

selecting materials that are varied and suitable for learners (see material selection

section).

D- Improving learners' attitudes and motivation: Day (2012) in his analysis of twenty

extensive reading studies concluded that many of them showed that extensive reading can

change learners' attitudes towards L2 reading. This is due to the fact that extensive

reading increases learners' L2 literacy level which encourages them to be eager readers.

For example, in their studies, Lai (1993) and Mangubhai (1981) confirmed that

extensive reading increased learners' attitudes and motivation towards language learning

in general, and reading comprehension in particular.

Maley also confirmed that extensive reading motivates learners to read additional

materials unlike regular reading classes as these classes are imposed on learners

regardless of their needs or interests. Extensive reading materials, on the other hand, are

selected by learners and the materials are easier than those texts in regular curricula

(Maley, 2009). In fact, the suitability of texts in extensive reading makes learners believe

that they are good readers and that they can understand L2 texts, which encourages them

to read more.

35
 2:3:2 Methodologies of using extensive reading in EFL curriculum:

In their paper "Extensive Reading In English as a Foreign Language" Mason and

Krashen (1997) discussed three experiments of implementing extensive reading in EFL

contexts which were conducted in Japanese Universities. The first was conducted on 30

students who spent the first class as usual without extra reading and in the second

semester they read about 100 rated books in class and as homework. They were also

asked to write short summaries and to keep a diary in Japanese recording their feelings

and opinions. The comparison group outperformed the experimental group in the pre-test,

but the post-test scores showed that the experimental group got nearly similar scores as

the comparison group. In the second experiment, 128 students in the first semester were

also taught regularly without interference, but in the second semester, students start

reading suitable books, and gradually, they were asked to write short summaries and

keep a diary in Japanese recording their feelings and opinions. As for the third

experiment, the subjects where divided into three groups: English response group,

Japanese response group, and comparison group. The first two groups did extensive

reading, and they were asked to write summaries in their first language. Extensive

reading became a main part of the course. Then after finishing each book, students were

asked to write a summary of that book in English. The results showed that extensive

readers outperformed the comparison group who were taught traditionally without

extensive reading. The results of the cloze test showed that the two first groups

outperformed the third one (i.e. comparison class) which practiced time cloze exercises

intensively. To sum up, the three experiments proved the importance of using extensive

reading in EFL classes.

36
 Santa and Hoien (1999) also investigated the influence of providing extensive

reading activities such as rereading familiar books and stories, sentence writing, and

reading simple new book and stories on struggling readers' achievement. The

achievement of the experimental group in this study was significantly higher than the

control group in spelling, text reading, sentence writing and word recognition.

2:3:3 Cooperative learning and extensive reading

Extensive reading activities are more effective when they are conducted in groups.

This assumption is based on cooperative learning principles where learners are instructed

to work in groups. The learners within a group have to participate which will develop

their linguistic and communicative competence. In addition, group work helps in

improving language learning in general and reading comprehension in particular. Baxter

(2009) has stated that cooperative learning: (a) increases students' self-steam and

confidence; (b) promotes positive attitudes toward learning; (c) encourages critical

thinking and (d) develops learners' sense of responsibility. Actually, there are more

advantages of cooperative learning, but there is no enough room here to discuss them all.

Nevertheless, group work management is very important to achieve the designed

objectives. The teacher in such cooperative learning activities has to take into

consideration many factors which can affect cooperative extensive reading activities

success such as the size of groups, the availability of resources, and the level of learners

in each groups (Akio, 2006).

Day and Bamford (2004) indicated that using a reading partner can motivate learners to

read more than when reading alone. They also suggested the following model of

cooperative reading:

37
 a. Paring of students

b. Clarifying that each pair must read cooperatively

c. Each pair should select materials and read them in the same time but individually

d. After individual reading, pairs should discuss what they read together.

e. Presenting what they have read in front of the class

f. Each week pairs should agree on the number of pages, and on the type of

materials to be read

g. The teacher is an assistant and a facilitator of the reading activities

h. The teacher should provide feedback and guidelines to help students achieve the

anticipated objectives

In addition, Jacobs and Farrell (2012) provided the following suggestions for teachers to

increase the influence of peers as motivator:

• Encouraging learners to use Internet social networks to discuss what they have

read and to negotiate any difficulty they face

• Asking good learners who like to read extensively to talk about their reading

experiences

• Asking learners to bring their favorite books or stories and to talk about them in

reading classes

2:3:4 Extensive reading follow-up activities:

It is true that extensive reading is a voluntary activity and that it is based on learners'

selection of what to read and when to read it. Nevertheless, after reading the selected

materials, evaluation mechanisms must be used to make sure that learners really read

what they had selected. Ferris and Hedgcok (2009) emphasized the importance of

38
providing accurate feedback for extensive readers. They explained that EFL learners have

limited experiences in L2 reading; they suggest that a good teacher must provide his/her

students with information about:

1. Reading purposes

2. Reading strategies

3. Students' responses

Ferris and Hedgcok (2009) also indicated that any successful extensive reading

program must include follow-up activities. These activities have one main goal which is

to ensure that learners read the selected text. The selected activities must be suitable,

interesting, easy and appealing to learners. These activities can be done individually or

cooperatively, and inside or outside the class. The following paragraphs will discuss the

most important and common types of extensive reading follow-up activities (Alderson,

2000; Ferris and Hedgcok, 2009):

a) Worksheets: after reading a book or a story, the teachers can give learners a

worksheet which can be done individually or cooperatively. According to Alderson

(2000) such worksheets must be easy and interesting, and they can include the

following types of questions:

1. Multiple-choice

2. Sentence completion

3. Note and summary completion

4. Classification of items

b) Retelling assessment: teachers can ask learners to retell the stories in their own

words.

39
 c) Writing a reaction letter: this can be used with adults more than with beginners,

and in this activity, learners should write their own personal opinions about what

they read. In such an activity, learners reflect their own personal experiences during

the reading process as well as their own analysis of the text.

d) Make a move or acting out a story: since many learners learn by doing, a good

teacher can help students act out what they read. In fact, this activity has great

impact on learners' motivation, and it would encourage them to read more.

e) Make a book cover: learners could also be encouraged to design and make a cover

page for their favorite book or story.

f) Making a radio play: this is good for shy students who feel anxious when standing

in front of the others. In such an activity, learners may act out a story without being

seen by others, and they can also record it to be presented later.

Another important technique of assessing learners' extensive reading is self

assessment. According to Alderson (2000) self-assessment is a supportive instrument to

teacher's assessment. It provides more information about students' abilities and their

reading strategies. In fact, self assessment can measure some aspects of language learning

that cannot be measured by any other traditional assessment instruments. For example,

self assessment can be used to investigate the validity of a test by comparing what is

meant by the teacher from the various questions, and how the learner understands them.

In fact, self assessment can clarify the "relationship between test taker characteristics and

test-taker performance" (Alderson, 2000, p. 342).

40
2:3:5 Material Selection for Extensive Reading Activities

Krashen (1998) stated that we learn to read by reading, but "What are the criteria of

selecting materials to achieve that?" In materials selection for extensive reading activities

teachers have to take into account the levels of difficulty, and the various types of

passages and cultural background knowledge needed for understanding a text (Casper and

others, 1993). Krashen (1998) emphasized that a learner must start with easy books or

the "home run books" which refers to the first books that a reader starts with. These

books are easy to be understood and below learners' levels. In fact, the aim of starting

with such books is to encourage learners to read without being frustrated and to help them

trust their abilities. Nevertheless, many teachers claim that there are not easy L2 books to

be read (Akio, 2006). The following paragraphs will discuss some methods and bases of

selecting materials that will help teachers change this unrealistic claim. In Fact, all of

these methods were tested for effectiveness.

In their book" Extensive Reading In The Second Language Classroom" Day and

Bamford (1998) consider that the following standards must be fulfilled by teachers while

selecting extensive reading materials:

• They must know how to choose the suitable reading materials for learners'

interests, abilities, and levels.

• They also have to encourage learners to read at an "appropriate rate for their

purpose in reading" (Day and Bamford, 1998, p.46).

• These materials must be from various sources and genres, and they may include:

news-papers, magazines, books, stories, e-mails, diaries, etc.

41
 Nonetheless, most of authentic materials are difficult for EFL learners especially for

beginners since they have limited linguistic competency and background knowledge.

Consequently, some teachers use simplified materials because they are easier for EFL

learners. However, many argued that such materials do not reflect the actual use of

language. Day and Bamford (1998) presented an applicable solution which has the best

of simplified and authentic materials and avoids their problems. They have explained that

"simplified and authentic are not mutually exclusive opposites. Rather, a simplified text

can be judged in terms of whether it has the natural qualities of authenticity" (Day and

Bamford, 1998, p.59). Therefore, we may have materials that are simplified and suitable,

and at the same time we don't lose the major characteristics of authenticity. For example,

the teacher can choose appropriate materials to meet learners' level of competency, and

containing at the same time real life expressions such as those used by native speakers in

their everyday life. In this way, we will encourage learners to read and at the same time

be exposed to actual communication language.

Rodrigo et al. (2007) conducted an extensive reading study aimed at developing

learners' reading skill. The selected materials have one of two reading purposes:

1- Reading for enjoyment

2- Reading for information

They encouraged learners to read what they like without interference from teachers. In

addition, they adopted three main types of reading:

1. Sustained silent reading "SSR" .

2. Book talk.

3. Reading aloud.

42
 Actually, each type has a particular objective to achieve. For example, reading

aloud was adopted to improve learners' pronunciation, while sustained silent reading

aimed at developing learners' comprehension. As for material types, they were classified

according to their levels and genres. The following shows extensive reading library

presented by genre and level (Rodrigo, et al., 2007, p.112):

1- General fiction 2-Personal reflection 3-Biography 4-Crime mystery

5-American fiction 6-Poetry 7-Business and work 8-Sci-fi horror

9-Folktales Romance 10 Sports

In addition, these materials were rated according to their levels of difficulty from 1-8.

Learners were also encouraged to look at the title of the book and the back of the book

and pictures before selecting a book. This variety of genres is good for adults but some

genres are not suitable for beginners.

2: 3: 6 The Role of the Teacher in Extensive Reading

Rodrigo and et al. (2007) stated that teachers in extensive reading have different roles

from that in regular classes. Teachers have to clarify the principles of an extensive

reading activity, and the purpose of doing it. Secondly, they should illustrate the suitable

methodologies and goals for the program. Thirdly, they should be role model readers for

learners. A teacher also has to create the appropriate environment for reading, and to help

the learners select the suitable books for them.

Day and Bamford (1998) explained that a successful extensive reading program must

be managed by a good teacher who can provide a model for students to follow, and who

can prepare post and pre-reading activities to enhance students' understanding. In fact,

teachers in extensive reading are assistants not a directors, which may make many

43
teachers feel they will lose control over their classes. This limited control of the teacher

and the great effort a teacher should spend prevent many teachers from using extensive

reading. The International Reading Association (2000) stated that every learner has the

right of having an excellent reading teacher as the teacher has great impact on learners'

achievement and motivation. This association indicated that an excellent teacher must

have the following qualities:

• Understanding learners' reading and writing progress.

• Evaluating a learner's individual progress.

• Relating reading instruction to a learner's previous knowledge.

• Using different reading teaching methodologies to suite the various teaching

situations.

• Using a variety of reading materials and texts.

• Taking the individual differences of each learner into a count.

• Helping struggling readers.

From the previous list, to be an excellent teacher is not an easy matter. However,

when the teacher likes what he\she is doing, and when they see the success of their

students, they will do everything to improve themselves to meet the standards. Actually,

an excellent teacher is not that person who do everything, but who provides the suitable

opportunities and situations for learners to do most of the work themselves. In addition,

the Children Reading Foundation (2013) indicated that 85% of the language curriculum

was presented to learners using blackboards, textbooks and computers, but only one out

of four students was able to understand about 50% of that curriculum. The International

Reading Association (2000) also indicated that even good educated and well trained

44
teachers must consider themselves as lifelong learners, and must develop their knowledge

continuously. This suggests that a good teacher must be flexible and must change his\her

techniques and styles according to the different variables in each teaching situation.

According to Farrell (2009) extensive reading situations need different teaching

techniques from those used in the intensive ones simply because in any extensive reading

situation the learners must do most of the work themselves unlike in intensive reading

activities which depend much more on the teacher. The teacher in extensive reading is a

facilitator and a promoter of learners' reading. Farrell ( 2009) believes that the teacher

has the following roles in extensive reading activities:

1. Putting time limits for both reading at home and in class activities.

2. Supporting learners' individual reading.

3. Providing a role model reader for students.

4. Providing feedback for learners.

5. Designing follow-up activities.

2: 3:7 Why do not Teachers Use Extensive Reading more frequently?

Day and Bamford (1998) maintained that teachers have many reasons which

prevent them from using extensive reading as it is needed such as cost, work required to

set up a program, the difficulty of finding time, and the different roles of teachers in such

activities. Day and Bamford (1998) agreed that some of these reasons are realistic since

an extensive reading program demands huge effort for organizing and preparing the

activities. However, they also believed that these reasons should not prevent our students

from its benefits. In fact, the positive results of using extensive reading justify all of that

effort and time.

45
Maley (2009) conducted an inquiry among teachers worldwide to know why they do not

use extensive reading more often. The answers came in this order (the first is the highest

frequent reason and the last is the least frequent one):

a. Limited time.

b. The high cost.

c. Suitable reading materials are not available.

d. Extensive reading is not linked to the syllabus and the examination.

e. Lack of understanding of ER and its benefits.

f. Resistance from teachers, who find it impossible to stop teaching and

to allow learning to take place. (Maley, 2009)

Actually, we teach English in poor contexts where there is nearly no direct contact

with it, and as it is obvious, the reasons of not using extensive reading are similar to those

presented by Maley, but none of them can excuse teachers who do not use it in their

classes. A successful teacher can order priorities to do what is in his\her students' best

interests not what is convenient.

46
Chapter Three

Methodology

47
 Chapter Three: Methodology

3.1 The Experimental Design of the Study

This study was designed to offer empirical information to answer the research

questions and to provide more information related to what are the effects of using

extensive reading within the Palestinian English Syllabus studied by the subjects on their:

1. Reading comprehension level.

2. Attitudes towards both extensive and intensive reading.

For making statistically-based judgments about the influence of extensive reading,

the following instruments were used:

1. A post and pre-test for finding out the relationship between the subjects' reading

comprehension performance before and after the study.

2. A post and pre-reading attitude survey designed by McKenna and Kear (1990).

The survey was slightly modified to suite the aims of this study. These two

instruments were conducted before and after the study on both the experimental

and control groups.

3.2 Subjects of the Study

The population of this study is all sixth grade females who are studying the

Palestinian English syllabus in public schools. This study was executed at Hafssa School

in the south of Hebron where there were three sixth grade classes. This study was

conducted on 94 sixth grade girls in classes that have almost the same number and levels

48
of students. The first class "A" was considered as a control group and the other two

classes "B "and "C " were considered as experimental groups. The following Table (1.a)

shows the distribution of subjects under the three groups.

The name of the class Control or experimental N

Class "A" Control group 31

Class "B" The first experimental group 31

Class "C" The second experimental group 32

Table (1.a) The three groups of the study.

The three groups are learning English as a foreign language, and they are taking

the Palestinian curriculum. They have four periods of English a week, and about 64

periods each semester. The reading passages in the Palestinian textbooks are pre-

determined in terms of topics, linguistic functions and levels. Students’ scores at the end

of the first semester of the fifth grade and in the Ministry of Education Exam showed that

these students have serious problems concerning reading comprehension. Their previous

grades in the pre-test showed that the three classes "A", and "C" and "B" have similar

levels in reading comprehension. Table (1.b) and Table (1.c) show that the three groups

got nearly similar average scores in the pre-test.

Mean N Std. Deviation Df T Sig.

A 7.3550 32 3.55373
31 0. 858 0.787
B 7.5625 32 4.07935

Table (1.b) Results of classes "A" and "B" in the pre-test.

49
 Mean N Std. Deviation Df T Sig.

A 7.3550 32 3.55373
31 0.179 0.859
C 7.0625 32 4.20397

Table (1-c) Results of classes "A" and "C" in the pre-test.

These two tables indicate that there are no significant differences between the

three groups in their reading comprehension levels before the study at the level of α =

0.05. To clarify, the data in the previous two tables show that in the pre-test the three

groups were similar in their reading levels. This suggests that their results after the study

can be used as evidence for identifying the influence of introducing extensive reading on

their levels.

3.3 Instruments of Collecting Data

For answering the research questions, the following three instruments were used:

3.3.1 The Palestinian Ministry of Education Final Exam

This exam was conducted at the end of the first semester, December 2012. This test

was considered as the pre-test for this study. To be more specific, only the reading

comprehension section of the test was used as a measure of the learners' level in reading

comprehension. After introducing instructions, the sub-section of the reading

comprehension test was organized as the following:

1. The test starts with a reading passage of two paragraphs suitable to the

subjects' grade level.

50
 2. Wh-questions: aimed at identifying learners' general understanding of the

main ideas in the text.

3. Completion questions: designed to identify subjects' ability to get

particular information.

4. Objective questions:

a) Multiple-choice questions: these aimed at evaluating learners' ability to

get specific pieces of information and to know if they can guess the

meaning of difficult words from the context.

b) True false questions: the aim of these questions is to assess learners'

ability to read, compare and then evaluate what they read.

Most of the questions in this test were from the learners' intensive reading passages.

However, the researcher adopted it because the study was based on presenting many

reading passages similar to the topics and structures of the students' intensive reading

ones.

3.3.2 The Post-Test

The post-test was given at the beginning of March 2013, and the same pre-test was

used as post-test. In fact, there was more than one year between the pre and the post-test

which is relatively a long period, which ensures that learners were not influenced by the

pre-test. This will also ensure that the results are objective and that learners' experiences

will not influence them. The data from these tests was used to compare the results of the

51
two tests to identify the change in the learners' level regarding reading comprehension.

This comparison provided answers for the second research question.

3.3.2.1 Validity of the test

As the rest of the English tests designed by the Palestinian Ministry of Education,

this test has been developed and edited by a committee. This committee consists of

experts in education, in assessment and evaluation and in English language teaching (i.e.

English supervisors). In other words, the validity of the test was assessed by many

experts having different views and perspectives. In addition, this test was evaluated by

four university professors to determine whether it is suitable for the current study or not.

Their suggestions and comments were taken into account.

3.3.2.2 Test reliability

As every test designed by the Palestinian Ministry of Education, the pos- test was

marked by a committee of English teachers and each paper was reviewed many times.

The correct answers were provided for the teachers to refer to, so there were no

subjective judgments or views in defining the correct answers. As for the post-test, the

researcher and an assistant marked it, and whenever a problem occurred in any test paper

or differences between the two markings, the researcher rechecked it several times. To

avoid bias, subjects' names were covered as it is the policy of all Ministry of Education

tests in both the pre and the post tests.

52
3.3.3.3 Statistical analysis of the tests

Subjects' results in the pre and post-test were analyzed using the statistical

package (SPSS). The marks of the three groups were computed to calculate the average

scores of the sum, the mean, the value and the standard deviation for each group. These

results were analyzed using Paired Samples Test to provide statistical information about

the differences between the experimental, and control groups in the post and in the pre-

tests.

3.3.4 The Reading Attitudes Questionnaire:

The researcher adopted Professor Garfield foundation's elementary reading

attitude survey which is designed by McKenna and Kear [www.prpoessorgarield.org] as a

questionnaire. It was used for measuring subjects' attitudes towards both extensive and

intensive reading. This survey consists of twenty items. These twenty questions were

asked to the experimental and control groups in Arabic. They were asked to circle the

face which reflects their attitude toward each reading situation. At the end of the

extensive reading study one year later the subjects were asked to answer the questions

again to identify whether there were statistical differences between their attitudes towards

reading before and after the study or not.

According to McKenna and Kear (1990) this survey has many points of strength

as:

• It provides quantitative results about students' attitudes towards both

extensive reading and intensive reading.

• Its results can be used for planning instructions.

53
 • It can be used to make assumptions about the attitudes of particular groups of

learners.

• Its results can be used for monitoring and improving the "attitudinal impact of

the instructional impact."

• This survey was tested on a large sample of students and it was justified

according to the feedback they got after testing it.

A jury of professors determined the suitability of this survey for the current study

(see appendix E). On the bases of their comments and recommendations, the survey was

modified. For example, the original survey used a four-degree scale, but in this study

Likert scales were used. In addition, this survey was translated into Arabic because it was

to be answered by Arab young learners. These are the five answers from which learners

were asked to select what suit their attitudes towards each item, and these responses were

also represented by faces to suit children (see appendixes B and C).

• Very happy face I like it so much (5) strongly agree

• Slightly smiling face I like it (4) I agree.

• Normal face without a smile ( 3) I don’t care it doesn’t matter.

• Mildly upset face I don’t like it ( 2) I don’t agree.

• Very upset face I don’t like it at all (1) strongly disagree.

The general aim of the questionnaire is to identify the learners' attitudes towards

reading. The questionnaire was used to provide answers for the following two sub-

questions and for figuring out whether the related null hypotheses are correct or not:

A) What are the differences between sixth grade students' attitudes towards intensive

academic reading before and after the study?

54
 Hypothesis: There are no significant differences between sixth grade students'

attitudes towards intensive academic reading before and after the study at the

level a= 0.05.

B) What are the differences between sixth grade students' attitudes towards extensive

reading the before and after the study?

Hypothesis: There are no significant differences between sixth grade students'

attitudes towards extensive reading before and after the study at the level a= 0.05.

3.3.4.1. Validity of the questionnaire

Validity refers to "the extent to which any measuring instrument measures what is

intended to measure" (Cramines and Zeller, 1979, p. 1). To ensure the validity of the

questionnaire, the researcher asked five university professors, and two English

supervisors from the Ministry of Education to evaluate its suitability. They read and

evaluated the questionnaire according to its formatting, wording, level of suitability, and

relevancy of items. Their comments, instructions and directions were taken into account,

and it was modified on the bases of these suggestions (see Appendix E for the names of

the professors and supervisors).

3.3.4.2 Reliability of the questionnaire:

Reliability refers to the stability and constancy of an instrument by providing

similar results if it was reused in similar conditions (Cramines and Zeller, 1979). For

investigating the reliability of the questionnaire, the Cronbach Alpha factor was

55
measured to ensure the internal reliability. The value of reliability was found (0.84). This

value proved that the questionnaire is highly consistent and reliable.

3.4. The Extensive Reading Program

This section will discuss in details the intervention techniques that were used in

this study. It will also discuss the resources of providing reading materials for the

program, material selection criteria, cooperative learning techniques, and the process of

designing reading and follow-up activities.

First of all, the techniques of integrating extensive reading activities were based

on many sources and on different types of teaching methodologies. The researcher

selected what was working with the subjects and what was based on communicative

language teaching principles. The following are the major sources of the techniques that

were adopted in this study:

• Akio (2006) "SSS Extensive Reading Method Proves to be an Effective Way to

Learn English SEG".

• Farrell and Jacobs' (2010) book "Essentials for Successful Language Teaching".

• Krashen's (2011) book "Free Voluntary Reading".

• Bell (1998) "Extensive Reading: Why? and How?".

• Richards and Rogers' book (1986), " Approaches and Methods in Language

Teaching: A description and Analysis.

• Grabe's book (2009)," Reading in a Second language: Moving From Theory to

Practice".

56
 • Cooter and Retuzel's book (2005,) The Essential of Teaching Children to Read:

What every Teacher Need to Know.

The extensive reading techniques and activities drawn from the above-mentioned sources

will be discussed shortly.

3.4.1 Providing books for the program

For providing the needed reading materials the researcher depended on the following

recourses:

A) The parents: the researcher encouraged parents and learners to buy simple stories

for themselves. The teacher helped the parents by giving them the names of the

suitable stories, good bookstores, and nearby libraries. These stories where simple

in language and full of pictures. In addition, all the stories were affordable and

most students could buy them. However, the researcher did not consider this as a

major resource for providing reading materials but this was meant for encouraging

parents to support their children to get actively involved in the extensive reading

program.

B) The school: the school also provided more than 70 new English stories and

simple books for the leaner other than those which were previously available in

the school library.

C) Local community support: this was the greatest source for providing money and

reading materials for the program.

D) Electronic resources: the researcher depended on the Internet and DVDs for

providing reading materials, she also used Power Point to present stories and

57
 texts of low-cost. Actually, the school provided LCD for presenting these stories

(for samples of the reading materials see appendix "F").

3.4.2. Material selection

This study adopted the "SSS" method (i.e. Start with Simple Stories). The

materials were selected to be suitable to learners' levels and interests.

The materials were divided into the following three categories:

1. Fairy tale stories; these stories are well known and girls liked them. They were

also familiar to the subjects such as Cinderella, The Beauty and the Beast, The

Little Mermaid and Aladdin along with other stories from the Ladybird series and

other famous series.

2. Funny stories; these stories are about a funny character called Nasreddin. The

learners had to read the entire story to understand the humorous aspects in it.

Examples included Nasreddin and the Pot, Nasreddin, and the Beggar. In fact,

Nasreddin has a comic character similar to Juha. Most of these stories were taken

from University of Victoria's English Language Centre web site [http://

www.uvcs.uvic.ca/elc]

3. Reading passages; these were selected to support the intensive reading passages

and activities in the textbook (for reading materials see F).

Day and Bamford's (1998) criteria of material selection for extensive reading

were taken into account while selecting materials for the extensive reading program

including:

58
 1- To be suitable for learners ' interests, abilities, and levels.

2- To encourage learners to read as much as they can.

3- To be understandable and to be under learners' linguistic level.

4- To be varied and from different resources.

In the previous grades, the subjects followed the regular curriculum, which

included reading selections, comprehension questions, and vocabulary and grammar

exercises. In this study the following activities were included in addition to their regular

reading: story reading, follow up activities, story presentation and story talk. The next

section will introduce the cooperative learning techniques that were used in the study.

3.4.2 Cooperative learning techniques

Depending on cooperative learning theories and models which were clarified in

the review of literature in chapter two, it demonstrated the importance of cooperative

reading for supporting any extensive reading program to be successful. The extensive

reading activities were mostly conducted cooperatively. Students in the two experimental

groups were divided, according to their results in the pre-test, into three categories:

a) High-competency students.

b) Medium-competency students.

c) Low-competency students.

Depending on the previous categories, the subjects were divided into five groups

in each class. Each group included five students: at least one of high competency, two

medium students and three or two students of low-competency. The aim of dividing

59
students in this way was to ensure that there were at least one or two students in each

group who had the required knowledge to encourage other learners to read, and to suggest

answers and negotiate responses. As for managing group work, Day and Bamford's

(2004) model of cooperative learning and group management was adopted. Though

learners' were divided into groups, they were also encouraged to have a reading partner

to read with her the same stories or texts and at same time.

3.4.3 Extensive reading activities:

Extensive reading activities used in the study included:

A. Story reading B. Post reading activities C. Power-point presentations

D. Group discussions

The following is a detailed discussion of the above activities:

A- Story reading: This activity was based on the SSR (i.e. Start with Simple Stories)

method. This method was developed to be used in Japanese schools. After it was proved

as an effective way of implementing extensive reading in English language syllabus, it

was used in many other countries where English is taught as a foreign language (Akio,

2006). The following are the techniques and principles of conducting this activity.

• Starting with picture stories which contain a very limited number of words. ( e.g.

Three little Kittens lost their Mittens, Me and My Dad, The Chaps.

• Using different types of stories such as authentic simple stories, adapted stories

and graded materials.

• Each week, the teacher provided a list of stories that were available in the school

library or in the extensive reading library provided by the researcher. These stories

60
 were selected according to their suitability to learners' current level, but learners

have the freedom to select the one which suits their needs and interests. They

were asked to read them at home.

• Increasing the difficulty and the level of the suggested stories for learners to select

from each week.

• As this activity was based on the principles of "SSR" the three golden rules of

this method were followed seriously by both the teacher and the subjects:

1. Do not continue reading when it is boring or difficult.

2. Skip over difficult or unfamiliar words.

3. Do not use dictionaries (Akio, 2006).

Actually, these rules helped learners to read more because they did not feel that

reading is an obligatory activity. They also read for fun not for knowing the meaning of

each word as it was mentioned that skipping was a rule. In other words, these rules

aimed at making a reader pressured-free when reading extensively and voluntarily.

• In the first readings, the learners were asked to get the general idea and not to pay

attention for everything in a story.

• Learners were assisted to complete reading one story every week though some of

the low competency students were not able to do that.

• At the end of the study, in average, each learner read around 20 stories and twenty

passages related to their intensive reading topics.

• The following techniques were used to encourage subjects to read as much as

they could:

61
1. Providing a printed list of the most difficult words for most of the stories and

passages that were used as extensive reading materials. It is true that the

selected stories were easy but some learners have very low competency and

they needed this list to read and to encourage them to read more.

2. The selected stories were colorful, attractive, and appealing to young learners.

3. Once a month the teacher read a story aloud for the whole class. In this

session, learners were sitting around the teacher on the floor. The teacher

changed her voice and used gestures while reading to catch the learners'

attention.

4. Providing prizes for the most active readers.

5. Encouraging learners to get involved in the reading activities by making them

responsible for the reading materials and for organizing group work. Actually,

each member in each group had something to do; one of them was the

spokes-person of the group, another one was responsible for recording the

names of the stories read by other members, and the other was responsible for

collecting the follow-up assignments, summaries, and worksheets.

6. Asking learners to bring their favorite books or stories and to talk about them

in the reading classes.

7. Learners were also asked to put a star next to each story they read. These stars

were counted to make a monthly- best-read -list of the students' most popular

books.

62
B- Post-reading activities: learners were individually asked to answer the discussion

questions after each story; then they were asked to do a summary. At the beginning,

learners were asked to provide summaries in L1 (i.e. Arabic) then they were encouraged

to provide a short English summary in a form of an outline of the story. In fact, some

students depended more than others on their L1, but the teacher was tolerant with this

issue because the aim here was to encourage students to develop their reading

comprehension rather than to improve their accuracy. The teacher then provided

feedback to them in relation to their responses. After getting feedback from the teacher,

the high-level learners were asked to help other learners in getting the general ideas and

in doing other reading tasks. Post-reading activities included:

1- Story talk activities: for one period every week learners in groups discussed

some of the stories they have read and what they like in each. Then one from

each group was asked to talk about the story they had discussed in front of the

class. In the first periods, learners were asked to name the objects or to describe

anything they can recognize in the pictures in the story they read. Then they were

asked to give a summary of the story. There were also group presentations of

stories in which all members were asked to participate. These presentations were

short and students' mistakes were neglected; these presentations had many forms:

a. Radio play from a story: this was good for shy students who feel anxious

when standing in front of others or who fear from making mistakes. In this

activity, learners acted out a story without being seen by other students, and

they were encouraged to record it to be presented later. These plays were

63
 carried out while students (actors) were hiding behind a whiteboard and other

learners were listening to them.

b. Acting out a story: this was encouraged in later stages when learners,

especially the low-competency, gained more confidence in their ability to

speak and to act in English. Members of each group were asked to act out a

story they like the most in front of the class. Each group had to design a

play once a month and to act it out in front of the class. The best play was

selected to be acted out in front of the whole school.

2- Teacher regular interviews with learners: the aim of these interviews was to

provide face-to-face feedback and assistance to each individual. The teacher

interviewed each student once a month. In such interviews, some learners were

asked to move to another group or to have a particular story while others were asked

to help in particular reading problems they may face. The teacher interviewed two or

three students each day for about fifteen minutes for each. The interviews were

organized according to the alphabetical order of students' names.

3- Competitions: to encourage learners to participate, in each session there was a

competition to select the best group whose members could give appropriate outline

for the story they read. Therefore, each group had a score that was calculated at the

end to see which group is the best. The winner "best group" got extra marks and

stories as rewards.

4- Worksheets: as it was mentioned earlier, a number of simple questions were given

to learners after each story or text. These were used to ensure that they read what

64
 they were supposed to read. Different question types were used such as naming and

listing, multiple-choice questions, making a summary, and completing sentences.

C- Power-point presentations:

Each month there was a session or two in which a story was presented using

Power point. In the beginning of such activity, good learners were asked to read the

story or a text aloud while other learners were asked to write down the major characters

and the difficult words in each story. Then other learners were asked to reread them

again. The teacher's correction was limited because she did not want the learners to feel

embarrassed or that they are not good enough to read. After each presentation, there were

few questions about the text and learners were asked to answer them cooperatively in

groups. This activity took place at the end of regular reading lessons, or in extra periods

in the morning. It was mentioned that the school provided LCD for presenting these

stories in front of the class. The major aims of these activities were;

1- to improve learners' attitudes towards reading by providing stories with some

animation and sound effects

2- to encourage them to read the same story or texts in their printed form.

3- to improve their pronunciation.

4- to encourage cooperative learning by giving learners opportunities to negotiate

ideas and to assist each other.

D- Group discussions:

The learners were divided into groups. Each group consisted of five learners from

different English competency levels. They were divided in this way to provide assistance

65
to weak learners when it is needed. Group discussions took place in and out of the

classroom. In free time and in the morning, learners were working on their post-reading

assignments. To encourage them to work as much as they can there were prizes for the

most effective groups. The evaluation of these groups was based on how much they have

read, and how good their responses to the post-reading assignments were. Moreover, it

depended on the degree of the improvement in members' reading level in each group. The

degree of development was identified drawing on learners' story presentations, reading

aloud, and story acting.

3.5 Time frame

This study was conducted through four stages including:

1. Pre-testing stage: this stage was conducted at the end of the first semester of

the academic year 2011\2012. The results of the pre-test and the reading

attitudes questionnaire were recorded and saved for later analysis.

2. Execution stage: this stage started at the end of January, 2012, and finished at

the beginning of March, 2013. In this stage, the extensive reading activities

were presented in two extra in-class periods each week, and learners were

also asked to read the stories at home before each period.

3. Post-study stage: the post-test and the reading attitudes questionnaire were

given again to subjects at the end of April 2013.

4. Analysis stage: this stage started immediately after giving the post-test, and

after repeating the reading attitudes questionnaire at the beginning of May

2013.

66
 Chapter Four

Data Analysis and Discussion of Results

67
 Chapter Four: Data Analysis and Discussion

of Results
4.1. Introduction

This chapter will present results and findings of both the attitudes to reading and

the reading tests relevant to the following research questions:

1. What is the influence of using extensive reading on sixth grade students' attitudes

toward reading in general?

i. What is the influence of using extensive reading on sixth grade students'

attitudes toward reading extensively?

ii. What is the influence of using extensive reading on sixth grade students'

attitudes toward intensive reading?

2. What is the influence of using extensive reading on the sixth grade girls' reading

comprehension?

This question will be answered by:

• Comparing the results of the subjects' performance in the pre-test and post-tests.

• Comparing the results of each experimental group with the control group in the

post-test.

4.2. Interpretation of data:

In this section the term "significant differences" will be mentioned several times for the

purpose of describing the change in the results of both the questionnaire and the test. This

68
term is used when there are differences or changes in the data before and after the study

and when the value of "α" is less than or equals .05 (i.e. α ≤ .05). When the data is

described as being statically different, that could not indicate whether these differences

are positive or negative. It only suggests that there are differences between the results

before and after the study. However, when the value of "α" is more than .05 (i.e. α ˃

.05) this will suggest that there is no change in the data before and after the study and the

researcher will describe this as not having "significant differences." This will indicate

that the producers which were used in the study did not have any either a positive or a

negative influence on the subjects. In addition, when there are significant differences, the

term "Mean" ( M) is used to indicate whether these differences are negative or positive

because it shows (M) the change in the average score of each group results before and

after the study.

4.3. Questionnaire Results:

The questionnaire consisted of twenty items each followed by five faces. The

faces were used instead of words to motivate learners to respond to each item. Faces are

more suitable and attractive for young learners. The scale consisted of the following

categories:

(5) (4) (3) (2) (1)

• Very happy face I like it so much strongly agree (5).

69
 • Slightly smiling face I like it I agree (4).

• Normal face without a smile I do not care it does not matter (3).

• Mildly upset face I do not like it I do not agree (2).

• Very upset face I do not like it at all I strongly disagree (1).

The questionnaire consisted of two major parts. The first is about the learners’

attitudes towards various extensive reading situations, and the second is about learners'

attitudes towards intensive or in-class reading situations. A Parried Sample Test was

used to analyze the questionnaire results. The results were analyzed to find out the

influence of integrating extensive reading activities on learners’ attitudes towards

reading.

The following section will provide these results in relation to their relation to each

hypothesis in the study.

4.3.1. Comparison between each group's attitudes before and after the study

Hypothesis one: There are no significant differences between students' attitudes toward

reading before and after the study at the level of a= 0.05.

This section will discuss the results of this questionnaire for each group:

1. Group A: This is the control group.

2. Group B: This is the first experimental group.

3. Group C: This is the second experimental group.

Each group results will be discussed in relation to subjects' attitudes towards:

1. Reading in general.

2. Extensive reading.

3. Intensive reading.

70
 Then the researcher will compare the results of each experimental group against

those of the control group.

1- The results of the control group

Table (2.a) below shows Paired Samples Test results of the differences between

classes' (A) attitudes towards reading before and after the study at the level of α= 0.05.

Attitude towards Mean N Std. Deviation Df t Sig.

Before 62.7 31 12.42

Reading in general 30 1.142 0.262
After 60.2 31 13.67

Extensive Before 31.0 31 6.11

30 0. 427 0.672
Reading After 31.6 31 7.52

Before 31.6 31 7.52

Intensive reading 30 2.243 0.032
After 28.5 31 7.33

Table (2.a) Class's "A" questionnaire results before and after the study.

Results showed that at the level α =0.05 there are significant differences between

the attitudes of the control group towards reading skill in general before (M = 62) and

after (M = 60) the study. From the results above, those differences in learners' attitudes

were limited (less than 2 points) and they were negative ones. As for the extensive

reading attitudes, this table also shows that there are no significant differences between

class' (A) attitudes towards extensive reading before and after the study, whereas,

learners' attitudes towards intensive reading changed negatively as their average score

before the study was (M= 31.6) but after the study it became (M= 28.5). The next two

tables will clarify in details in which reading situations learners' attitudes changed

negatively or positively.

71
 The following Table (2.b) presents Paired Samples Test results of the differences

between classes' (A) attitudes towards each extensive reading situation before and after

the study at the level of α= 0.05.

Before\
Item Mean N Std. Deviation Df t Sig.
After

1.How do you feel when you read a book B_1 3.0 31 1.12546
30 1.139 0.264
on a rainy day? A_1 3.2 31 1.16027

2. How do you feel when you read a book b_2 3.2 31 1.44207
30 0.588 0.561
in school during free time? a_2 3.4 31 1.15097

3. How do you feel about reading for fun B_3 3.8 31 1.16674
30 2.071 0.047
at home? A-3 4.3 31 .79108

4. How do you feel about getting a book b_4 3.4 31 1.28515 .306
30 -1.041-
for a present? a_4 3.7 31 1.37097

5. How do you feel about spending free b_5 2.7 31 1.25724

30 1.134 .266
time reading? a_5 2.4 31 1.45543

6. How do you feel about starting a new b_6 3.1 31 1.35043 .079
30 -1.820-
book? a_6 3.5 31 1.36074

7. How do you feel about reading during b_7 2.3 31 1.34644

30 .406 .687
summer vacation? a_7 2.2 31 1.40046

8. How do you feel about reading instead b_8 2.7 31 1.00643

30 -.379- .708
of playing? a_8 2.0 31 1.37801

9. How do you feel about going to a b_9 3.2 31 1.22255

30 2.456 .020
bookstore? a_9 3.3 31 1.18866

72
 Before\
Item Mean N Std. Deviation Df t Sig.
After

1.How do you feel when you read a book B_1 3.0 31 1.12546 30 1.139 0.264

10. How do you feel about reading b_10 3.5 31 1.26151

30 .692 .495
different kinds of books? a_10 3.3 31 1.35122

Table 2 (b) the control group results in the extensive reading section in the reading attitude

questionnaire

Even though the control's group attitudes towards extensive reading did not

improve, but in most of the items they have good attitudes towards extensive reading

situations since the mean in most items was close to ( M=3) which is a good score. In

fact, this indicates that they have good attitudes towards reading extensively in suitable

conditions and situations. Actually, in a few reading situations their score were less than

(M=3) as in the eighth item "How do you feel about reading instead of playing?" which

is the typical response of any child who prefers playing over anything else.

The following table (2.c) presents Paired Samples Test results of the differences between

classes' (A) attitudes towards reading before and after the study at the level of (α= 0.05)

in the various intensive reading situations.

Before\ Std.
Item Mean N Df t Sig.
after Deviation

11. How do you feel when the teacher asks B11 2.90 31 1.42255 1.235 .226
30
you questions about what you read? A11 2.51 31 1.33843

12. How do you feel about doing reading B12 2.83 31 1.50769 1.569 .127
30
workbook pages and worksheets? A12 2.29 31 1.32145

73
 B13 3.35 31 1.47306 1.970 .058
13How do you feel about reading in school? 30
A13 2.61 31 1.20215

14. How do you feel about reading your B14 3.06 31 1.41269 .000 1.000
30
school books? A14 3.06 31 1.28933

15. How do you feel about learning from a B15 3.0 31 1.52753 1.575 .126
30
book? A15 2.51 31 1.28766

16. How do you feel when it’s time for B16 2.96 31 1.11007 -.891- .380
30
reading class? A16 3.22 31 1.25724

17. How do you feel about the stories you read B17 3.35 31 1.47306 -1.000- .325
30
in reading class? A17 3.67 31 1.16582

18. How do you feel when you read out loud B18 3.51 31 1.50269 2.425 .022
30
in class? A18 2.70 31 1.59569

B19 3.93 30 1.31131 2.589 .015

19. How do you feel about using a dictionary? 30
A19 3.06 30 1.31131

20. How do you feel about taking a reading B20 2.87 31 1.62772
30 .000 1.000
test? A20 2.87 31 1.28431

Table (2.c) The control group in the intensive reading section

the reading questionnaire

Unlike extensive reading, learners have poor attitudes towards academic or

intensive reading both before and after the study. There are negative significant

differences between learners attitudes towards intensive reading in most situations except

in two items: the first which asked about learning from a book "How do you feel when

it’s time for reading class?" In this situation the control group average score was (M=

2.96) but after the study it became (M= 3.22). The other reading situation is reading

74
stories in class, and in this item the score was (M= 3.4) but after the study it becomes

(M= 3.6). However, in the rest of the items there were no positive significant differences

between learners' attitudes before and after the study.

2- The Experimental Groups:

The first experimental group or Class' (B) Results: class "B" as it was

mentioned before is the first experimental group in this study. The following table shows

Paired Samples Test results of the differences between classes' "B" attitudes towards

reading before and after the study at the level α= 0.05.

Attitude towards Before\after Mean N Std. Deviation Df T Sig.

Before 61.96 31 11.05587

Reading 30 4.340 0000
After 74.58 31 12.77178

Before 31.12 31 5.92589

Extensive R 30 4.066 0000
After 36.90 31 6.23621

Before 31.13 31 5.92589

Intensive R 30 3.75 0.001
After 36.90 31 6.23621

Table (3.a) The first experimental group's results (Class "B") in the reading

attitude questionnaire.

Table (3.a) shows that at the level a=0.05 there are significant differences between

class "B" attitudes towards reading in general before and after the study. Before the

study their average score was (M= 61.96) then after the study, it became (M= 74.58).

The average score of learners' attitudes increased more than 13 points, which signifies

that there is a strong positive change in that attitude. Results also showed that there were

positive differences between class' (B) attitudes towards extensive reading before and

75
 after the study (before M=31.1, after M=36.90). In addition, it is clear from the table that

subjects' attitudes towards intensive reading has improved as their average score was (M=

31.12) then after the study it became (M = 36.90). To sum up, these results in the three

aspects of the questionnaire indicated that the learners' attitudes have changed positively

after the study.

The following Table (3.b) reflects Paired Samples Test results of the differences

between classes' "B" attitudes towards reading before and after the study at the level (α=

0.05) in the various extensive reading situations.

Item Mean N Std. Deviation Df t Sig.

1.How do you feel when you read a B_1 2.48 31 1.02862

30 -5.827- .000
book on a rainy day? A_1 4.03 31 1.13970

2. How do you feel when you read a b_2 3.35 31 1.30508 -.195- .847
30
book in school during free time? a_2 3.41 31 1.20483

3. How do you feel about reading for B_3 4.06 31 .96386 .373 .712
30
fun at home? A-3 3.96 31 1.13970

4. How do you feel about getting a book b_4 3.29 31 1.16027 -1.740- .092
30
for a present? a_4 3.87 31 1.35995

5. How do you feel about spending free b_5 2.67 31 .87129 -3.463- .002
30
time reading? a_5 3.61 31 1.25638

6. How do you feel about starting a new b_6 3.61 31 1.30837 -1.507- .142
30
book? a_6 4.00 31 1.00000

76
 Item Mean N Std. Deviation Df t Sig.

1.How do you feel when you read a B_1 2.48 31 1.02862 30 -5.827- .000

7. How do you feel about reading during b_7 2.70 31 1.18866 -2.544- .016
30
summer vacation? a_7 3.41 31 1.20483

8. How do you feel about reading b_8 2.22 31 1.05545

30 -.530- .600
instead of playing? a_8 2.38 31 1.52047

9. How do you feel about going to a b_9 3.29 31 1.39508

30 -3.020- .005
bookstore? after 4.29 31 1.07062

10. How do you feel about reading b_10 3.41 31 1.38502

30 -1.632- .113
different kinds of books? a_10 3.90 31 1.07563

Table (3.b) The first experimental group's results (Class "B") in the extensive reading

section in the reading attitude questionnaire.

Results reveal strong improvement in subjects' attitudes towards most of the previous

reading situations. The following are the situations towards which the improvements

were the most (more than 0 .6 points):

• Reading a book on a rainy day (before M= 2.4; after M= 4.0).

• Spending free time reading (before M= 2.6; after M= 3.6).

• Going to a bookstore (before M= 3.2, after M= 4.3).

• Reading during summer vacation (before M= 2.7, after M= 3.4).

• Getting a book for a present (before M= 3.3, after M= 3.9).

However, there were only three situations in which there were no significant

differences before and after the study, and in two of these situations (the third and

fourth ones) the learners already had positive attitude (M > 3) towards them.

Nevertheless, the subjects' attitudes towards learning instead of playing were low

77
 before the study, and it did not improve even after the study. The subjects' average

score before the study was (M= 2.2) and after the study it became (M= 2.4) with no

significant change. Actually, this is related to the childish nature of the subjects (they

were around 10 years old) as no child would prefer anything over playing.

The following Table (3.c) reflects Paired Samples Test results of the differences between

classes' "B" (the first experimental group) attitudes towards reading before and after the

study at the level (α= 0.05) in the various intensive reading activities:

Item Before\ Std.

Mean N Df t Sig.
After Deviation

11. How do you feel when the teacher B11 2.67 31 1.32633 -2.552- .016
30
asks you questions about what you read? A11 3.48 31 1.36311

B12 2.74 31 1.21017

12. How do you feel about doing reading
A12 30 -3.999- .000
workbook pages and worksheets? 3.93 31 1.23654

13How do you feel about reading in B13 2.96 31 1.35361 -2.936- .006
30
school? A13 4.00 31 1.21106

14. How do you feel about reading your B14 2.83 31 1.24088 -3.145- .004
30
school books? A14 3.83 31 .93441

15. How do you feel about learning from B15 2.83 31 1.46280 -2.167- .038
30
a book? A15 3.64 31 1.42708

16. How do you feel when it’s time for B16 3.16 31 1.36862 -1.384- .177
30
reading class? A16 3.64 31 1.11201

17. How do you feel about the stories you B17 3.64 31 .98483 30 -1.848- .074

78
 Item Before\ Std.
Mean N Df t Sig.
After Deviation

11. How do you feel when the teacher B11 2.67 31 1.32633 30 -2.552- .016

read in reading class? A17 4.12 31 1.02443

18. How do you feel when you read out B18 3.74 31 1.54850 .232 .818
30
loud in class? A18 3.67 31 1.22167

19. How do you feel about using a B19 3.81 31 1.32714

30 .859 .397
dictionary? A19 3.54 31 1.31247

20. How do you feel about taking a B20 2.42 31 1.45543

30 -4.479- .000
reading test? A20 3.77 31 1.30919

Table (3.c) The first experimental group's results (Class "B") in the intensive reading

section in the reading attitude questionnaire.

The previous results show high improvements in learners' attitudes towards

intensive reading after the study. The following are the four situations in which learners'

attitudes improved the most (more than 1.0 point differences):

• Reading workbook pages and worksheets (before M= 2.7, after M= 4).

• Reading school books (before M= 2.8, after M= 3.8).

• Reading workbook pages and worksheets (before M= 2.7, after M= 4).

• Learning from a book (before M= 2.7, after M= 3.6).

The only two situations with no significant differences between subjects' attitudes

were towards reading aloud in class (before M= 3.7, after M= 3.6). This can be explained

by the influence of other factors as learners' high anxiety when reading aloud which cause

tense and nervous feeling to many EFL learners. The other situation with no positive

improvement in the subjects' attitudes towards it was using a dictionary (before M= 3.7,

79
 after M= 3.5). This may refer to the fixed nature of dictionaries as even after doing many

enjoyable reading dictionary, it will still have the same structure and using them will not

change. Nevertheless, it would be fair enough to admit that even in the previous two

situations learners, before the study, have already good attitudes (M > 3) towards them

and they maintain that positive attitude after the study.

The second experimental group (class C) results at the questionnaire

Table (4.a) presents Paired Samples Test of the differences between class' (C)

attitude towards reading before and after the study at the level of α= 0.05.

Attitude towards Before\ after Mean N Std. Deviation Df T Sig.

Before 54.37 32 11.16663

Reading 31 9.380 0000
After 71.71 32 11.20839

Before 28.12 32 5.77397

Extensive R 31 7.028 . 0000
After 35.81 32 6.18238

Before 26.25 32 6.39052

Intensive R 31 9.66 . 0000
After 35.91 32 6.16106

Table (4.a) classes "C" questionnaire results before and after the study.

Results show that at the level (α = 0.05) there are positive significant differences

between learners’ attitudes towards reading before and after the study. In fact, learners'

average score was (M=54) then after the study it increased to (M= 72). Their attitudes

increased more than 19 points, which is a high improvement that indicates the

effectiveness of the extensive reading activities which were used in this study. As for

their attitudes towards extensive reading, it has also improved because the mean was (M=

28.1) before the study, but after the study it became (M= 35.8.). Results also show that

learners’ attitudes toward intensive reading has also enhanced (before: M= 26.25; after:

80
 M= 35.9062). To sum up, results reflects positive differences in subjects' attitudes

towards the two types of reading. And on the bases of these results the first hypotheses is

denied.

Table (4.b) presents Paired Samples Test results of the differences between

classes' "C" attitudes towards reading before and after the study at the level (α= 0.05) in

the various extensive reading situations.

Item Before\
Mean N Std. Deviation Df t Sig.
After

1.How do you feel when you read a B_1 2.8438 32 1.05063 .001
31 -3.634-
book on a rainy day? A_1 3.7188 32 1.08462

2. How do you feel when you read a b_2 2.5938 32 .94560 .000
31 -6.997-
book in school during free time? a_2 4.0312 32 .73985

3. How do you feel about reading for B_3 3.5000 32 1.01600 .763
31 -.304-
fun at home? A-3 3.5625 32 .75935

4. How do you feel about getting a book b_4 3.0000 32 1.01600

31 -4.980- .000
for a present? a_4 4.0000 32 .98374

5. How do you feel about spending free b_5 3.1250 32 1.21150 .125
31 -1.578-
time reading? a_5 3.5312 32 .91526

6. How do you feel about starting a new b_6 3.5625 32 1.16224 .292
31 -1.072-
book? a_6 3.8125 32 1.09065

7. How do you feel about reading during b_7 2.0938 32 1.08834 .000
31 -4.066-
summer vacation? a_7 3.0938 32 1.20106

8. How do you feel about reading b_8 2.0000 32 .87988 31 -3.053- .005

81
Item Before\
Mean N Std. Deviation Df t Sig.
After

1.How do you feel when you read a B_1 2.8438 32 1.05063 31 -3.634- .001

instead of playing? a_8 2.8750 32 1.40850

9. How do you feel about going to a b_9 2.7500 32 1.01600 .001

31 -3.750-
bookstore? a_9 3.5938 32 1.07341

10. How do you feel about reading b_10 2.6562 32 1.00352

31 -3.186- .003
different kinds of books? a_10 3.5938 32 1.18755

Table (4.b)

Table (4.b) shows the strong improvement in the learners' attitudes towards the

different extensive reading situations after reading extensively during the study. In fact,

that improvement was different from one situation to another. Subjects' attitudes toward

the following three situations were the most influenced after reading extensively during

the study:

• Reading a book in school during free time (before M= 2.5, after M=4.0).

• Getting a book for a present (before M= 3.0, after M= 4.0).

• Reading during summer vacation (before M= 2.0, after M= 3.0).

On the other hand, the next two situations were the least influenced after reading

extensively during the study:

• Reading instead of playing (before M= 2.0, after M= 2.8).

• Reading for fun at home (before M= 3.5, after M= 3.6).

In these two situations there were no significant differences between learners'

attitudes towards reading extensively before and after the study. Nevertheless, in the first

82
 situation the reason is, as it was mentioned previously, that every child would prefer

playing over anything else in the world. In the next situation, the reason was that the

subjects' already have good attitudes toward reading for fun (M > 3).

The following Table (4.c) presents Paired Samples Test results of the differences

between classes' "C" attitudes towards reading before and after the study at the level (α=

0.05) in the various intensive reading situations.

Item Before\ Std.

Mean N Df t Sig.
after Deviation

11. How do you feel when the teacher asks B11 2.75 32 .76200 .363
31 -.924-
you questions about what you read? A11 2.93 32 .98169

12. How do you feel about doing reading B12 2.62 32 1.07012 .000
31 -4.421-
workbook pages and worksheets? A12 3.71 32 1.02342

13. How do you feel about reading in B13 2.56 32 .87759 -5.846- .000
31
school? A13 3.65 32 .82733

14. How do you feel about reading your B14 2.62 32 .87067 .000
31 -3.937-
school books? A14 3.37 32 1.09985

15. How do you feel about learning from a B15 2.65 32 1.12478 .000
31 -4.040-
book? A15 3.75 32 1.07763

16. How do you feel when it’s time for B16 2.65 32 .86544 .002
31 -3.410-
reading class? A16 3.40 32 1.26642

17. How do you feel about the stories you B17 2.78 32 .97499 .000
31 -5.299-
read in reading class? A17 3.84 32 .80760

18. How do you feel when you read out B18 2.43 32 1.13415 31 -6.857- .000

83
Item Before\ Std.
Mean N Df t Sig.
after Deviation

11. How do you feel when the teacher asks B11 2.75 32 .76200 31 -.924- .363

loud in class? A18 3.84 32 .88388

19. How do you feel about using a B19 2.87 32 1.23784 .001
31 -3.764-
dictionary? A19 3.87 32 1.03954

20. How do you feel about taking a B20 2.28 32 1.17045

31 -5.351- .000
reading test? A20 3.50 32 1.31982

Table (4.c) The second experimental group's results (Class "C") in the intensive reading section in the

reading attitude questionnaire.

As it is clear from the table, most of the subjects before the study had poor

attitudes towards intensive reading as the mean in most situations was (M< 2.5).

However, after the study there were significant positive differences in their attitudes

towards most of intensive reading situations. In fact, in nine situations after the study the

average scores were more than (M > 3) except in the first situation that investigated

learners' attitudes towards being asked by the teacher about what they have read.

Actually, this is due to learners' anxiety and tension, which can be caused by such

situations or to the learners' relationship with their teacher.

4.2.2. Comparison between groups' attitudes towards reading:

Hypothesis Two: There will be no significant differences between the attitudes of

the control group and the experimental group towards reading after the study at the level

α= 0.05.

1- Comparison between the control group (A) and the first experimental group (B):

84
 The following table (5) presents Paired Samples Test results of the differences

between classes (A) and (B) attitudes towards reading after the study at the level α=

0.05.

Mean N Std. Deviation Df T Sig.

Class "A" After 60.22 31 13.67896

30 4.698 0000
Class "B" After 74.58 31 12.77178

Extensive "A" 31.64 31 7.71383

30 2.903 . 007
Extensive "B" 36.90 31 6.23621

Intensive "A" 28.58 31 7.33382

30 5.231 0000
Intensive "B" 37.67 31 8.07625

Table (5) classes' "A" and "B" results in the questionnaire.

Results show that at the level α= 0.05 there are significant differences between

class (A) and class (B) attitudes toward reading after the study. The average scores of

class (A) is 60.22 while class (B) average score is 74.5 . This reflects the great impact of

extensive reading activities on the first experimental group (B) attitudes. As for the

influence of these activities on learners’ attitudes towards extensive reading, results show

that group (B) has better attitudes towards reading as the average score of the control

group is (M=31.6) which is much less than class (B) average score ( M= 37). In addition,

learners of the experimental group (B) have better attitudes towards intensive reading

than group (B). This table indicates that there are significant differences between the

reading attitudes of the control group and the first experimental group after the study.

2- Comparison between the second experimental group (C) and the control group

(A): The following Table (6) presents Paired Samples Test results of the differences

85
between class (A) and class (C) attitudes towards reading after the study at the level α=

0.05.

Mean N Std. Deviation Df T Sig.

Class A (control) 60.22 31 13.67896

Class C 30 3.435 0.002

71.19 31 10.98611
( experimental 2)

Class "A " Extensive 31.64 31 7.71383

30 2.158 . 039
Class "C" Extensive 35.64 31 6.21047

Class "A" Intensive 28.58 31 7.33382

30 4.116 0000
Class "C" Intensive 35.54 31 5.91517

Table (6) class "A" and "C" results in the questionnaire.

The previous table shows that at the level α= 0.05 there are significant

differences between the two groups' attitudes towards reading. It illustrates that group (C)

after the study has higher attitudes towards reading in general (M=71.19) than the control

group (A) (M=60.22). As for the learners' attitudes towards extensive reading, the results

of the questionnaire show that class (C) has higher average scores (M=35.6) than class

(A) (M=31.6). Additionally, the average score of class (C) in the intensive reading

questions was (M=35.5) while in class (A) it was (M=28.58). This suggests that the

second experimental group after the study has better attitudes towards intensive reading

than the experimental one.

86
 Conclusions

In light of the questionnaire results, the extensive reading activities, which were

introduced to the experimental groups, made strong positive impact on subjects' attitudes

towards both extensive and intensive reading. Results prove that there are significance

differences between the control and the experimental groups' attitudes after the study.

Results also indicate that there is strong improvement in the attitudes of the two

experimental groups. Therefore, the first and the second hypothesis are denied.

4.4. Test Results

4.3.1. Comparison between each group's results in the pre and the post-tests

Hypothesis Three: There are no significant differences between each group's results in

the pre and post-tests at the level α= 0.05.

To investigate the third hypothesis the results of each group in the pre-test and in

the post-test were compared using Paired Samples Test to examine the differences

between learners' level in reading comprehension before and after the study.

1) Control group (A) results: The following table (7) presents Paired Samples Test

results of the differences between classes (A) performance in pre and post-test at the

level α= 0.05.

Mean N Std. Deviation Df T Sig.

Post-test 8.62 32 3.97

31 2.089 0.65
Pre-test 7.35 32 3.55

Table (7) Class "A" results

87
 Results show that the value of α is more than 0.05 which indicates that there are

no significant differences between the control group performance in the pre and in the

pos-test.

2- Test results of the first experimental group "B":

The following Table (8) shows Paired Samples Test results of the differences

between classes (B) performance in pre and post-test at the level α= 0.05.

Mean N Std. Deviation Df T Sig.

Post-test 10.2188 32 3.44294

31 4.954 0.000
Pre-test 7.5625 32 4.07935

Table (8) Class "B" results in the tests

Results suggest that there are significant differences between group's (B) results

before and after the study in reading comprehension test as value of α is less than 0.05.

The average score of this group was (M= 7.56) in the pre test and after the study it

became (M= 10.21). In other words, learners’ levels in reading comprehension have

improved

2- Test results of the second experimental group "C":

Table (9) shows Paired Samples Test results of the differences between class (C)

performance in pre and post-test at the level α= 0.05.

Mean N Std. Deviation Df T Sig.

Post-test 9.2812 32 3.54450

31 3.400 0.002
Pre-test 7.0625 32 4.20397

Table (9) the second experimental group's results (Class "C") in the reading

comprehension test before and after the study.

88
 Table (9) shows that there are significant differences between the subjects of

group (C) levels before and after the study in reading comprehension. Learners’ average

score in the pre-test was (M= 7.06) but after the study it became (M= 9.28.). This

illustrates that the extensive reading activities have positive influence on subjects' reading

comprehension level. On the bases of the results presented in tables (8) and (9) the third

hypothesis is denied and there are significant differences between the experimental

groups' performance in the pre and the post-tests.

4.4.1. Comparison between the experimental group and the control group's

performance in the reading comprehension in the post-test

Hypothesis Four: there are no significant differences between the experimental group

and the control group's performance in the reading comprehension in the post-test.

To examine the fourth hypothesis, the results of each experimental group were

compared to the control's group results in the post test using Paired Samples Test.

1) The first experimental group (B) and the control (A):

Table (10) presents Paired Samples Test results of the differences between classes

(A) and class (B) performance in the reading post-test.

Group Mean N Std. Df T Sig.

Deviation

Control "A" After 8.6250 32 3.97370 31 2.067

0.047
Experimental "B" After 10.2188 32 3.44294

Table (10) the control (Class "A") and the first experimental group's

(Class "B") results in the post reading comprehension test.

89
 Results show that there are significant differences between the two groups'

performance in the post reading comprehension test. In fact, the control group average

score was (M= 8.62) while the experimental group (B) got higher average score (M=

10.21). This indicates that the experimental group improved after doing the extensive

reading activities.

2- Results of the control group and the second experimental group "C".

Table (11) presents Paired Samples Test results of the differences between class

(A) and class' (B) results in the reading post-test.

Test Mean N Std. Deviation Df T Sig.

After the study A 8.62 32 3.97370

31 4.99 0.001
After the study C 9.28 32 3.54450

Table (11) the control (Class "A") and the second experimental group's (Class "C")

results in the post reading comprehension test.

Results in table (11) show that the value of α is less than 0.05 and this indicates

that there are significant differences between the two groups performance in the pos-test

at the level (a=0.05). The control group average score was (M=8.62) while the second

experimental group's average score was (M=10.2). Therefore, there are significance

differences between the two group results after the study.

In the light of the results presented in the last two tables ( 10) and (11) the fourth

hypothesis is denied as it was found that there are significant differences between the

experimental group and the control group's reading comprehension level after the study.

Results also indicated that the two experimental groups outperformed the control group in

90
the post-test. Consequently, these results in the previous tables indicated that the

extensive reading activities which were introduced in this study helped the experimental

groups to improve their reading comprehension levels.

91
 Chapter Five

Conclusions and Recommendations

92
 Chapter Five

Conclusions and Recommendations

5.1 Conclusions

This study was designed to find out the impact of integrating extensive reading within

the regular syllabus on the subjects' attitudes towards reading. This study tries to

examine the influence of extensive reading activities on learners' reading comprehension

level. The Ministry of Education English Final Exams results confirmed that most of

learners have serious problems regarding reading comprehension. The researcher selected

a sample of 94 students from Haffsa Basic School for girls. The subjects from this school

were selected because they had similar average scores as most of the Palestinian public

schools. Additionally, the subjects of this study, as most of the students in the Ministry

of Education Public Schools, have limited exposure to English language. To investigate

the research questions, the researcher used two instruments: a pre and a post-test and a

questionnaire. The first was used to measure the differences between the subjects' level

before and after the study. The second was used to find out the impact of using extensive

reading on the subjects' attitudes. The following are the conclusions of this study based

on the findings of these two instruments.

• Conclusion about the reading situations examined in the reading attitudes

questionnaire:

On the bases of the questionnaire results, the extensive reading activities, which were

introduced to the experimental groups, have strong positive impact on the subjects'

attitudes towards both extensive and intensive reading. Results proved that there are

93
significance differences between the control and the experimental groups' attitudes after

the study. Results also indicated that there was noticeable improvement in the attitudes of

the two experimental groups. Therefore, the first and the second hypothesis were denied.

Consequently, integrating extensive reading activities within other reading activities are

strongly recommended.

• Conclusions related to the reading comprehension test:

On the bases of the results presented in the last two tables ( 10) and (11) the fourth

hypothesis is denied as it was found that there are significant differences between the

control group and the experimental groups' reading comprehension level after the study.

Results also indicated that the two experimental groups outperformed the control group in

the post-test.

5.2 Recommendations

In light of the findings of the current study, this section will present some suggestions and

recommendations. These recommendations will be organized according to their relations

to the different elements of the English language teaching and learning processes as the

following:

1) Ministry of Education and syllabus designers: This section starts with providing

recommendations for the Ministry of Education because it takes all decisions on the

policies of English language teaching process and because everyone follows its

regulations and directions. It is fair enough to admit that the Palestinian Ministry of

Education continuously develops its syllabai and approaches to meet the modern

developments in this world. In fact, communicative language teaching (CLT) has been

adopted by the Ministry of Education for more than ten years now , but the problem is not

94
in the theories and principles adopted as it is in applying them in the actual teaching

process. The reading materials in the Palestinian textbooks are selected according to its

linguistic functions much more than according to their suitability to learners' needs and

interests. Accordingly, the researcher suggests the following:

• To take into account the learners' needs and interests when selecting and

designing reading materials by conducting a reading survey as the one which was

used in this study.

• To offer some elective intensive reading materials in the regular syllabus as the

current one does not contain any elective reading texts.

• To provide elective stories along with the intensive reading materials. These

stories must be selected carefully to persuade learners to read them.

• To provide an English library in each school; this library can be used to present

new extensive and intensive reading activities.

• To organize high level reading competitions between good readers to encourage

other students to read more.

• To encourage and support those English teachers who integrate extensive reading

in their teaching.

• To include a variety of extensive reading activities annually within the plan of the

syllabus.

2) Recommendations for teachers

The results of this study revealed how important it is to employ extensive reading in

foreign language teaching. Consequently, teachers have to employ extensive reading into

95
language teaching, and the following are some suggestions that can be taken into account

while employing the extensive reading techniques:

• Encouraging learners to use Internet social networks to discuss what they have

read and to interact any difficulty they faced.

• Asking good learners who like to read extensively to talk about their reading

experiences.

• Asking learners to bring their favorite books or stories and to talk about them in

reading classes.

• Creating a best-read-list of the students' most popular books.

• Choosing the suitable reading materials for the learners ' interests, abilities and

levels.

• Selecting comprehensible materials which are slightly below their current

linguistic level.

• Selecting varied reading materials such as Internet blogs, newspapers, picture

books, stories, e-mails, diaries, etc…

• Taking the individual differences of learners into a count by helping struggling

readers and motivating the good ones to be better.

• Putting time limits for both reading at home and in class activities.

• Providing feedback to learners.

• Designing appropriate follow-up activities.

• Teaching for transformation by encouraging students to transform their linguistics

knowledge into actual use of language.

96
 • Developing learners’ autonomy by purposeful and active involvement in reading

activities by encouraging them to practice different reading strategies.

• Expanding and activating learner’s background knowledge.

3) Recommendations for school principles

§ To provide a library for English stories in the school in cooperation with the local

community and Ministry of Education.

§ To encourage English teachers to integrate extensive reading in their teaching.

§ To support those English teachers who adopt creative techniques and who are

presenting English in an attractive and appealing manner.

§ To make reading competitions between classes especially those who are taught by

different teachers. In this way teachers will compete to assist their students'

reading as much as they can.

§ To encourage English teacher to provoke reading English club.

4) Recommendations for parents:

§ To support their children by buying stories and books they like.

§ To provide the suitable atmosphere for reading and to provide a small library in

the house.

§ To ask their children about what they are reading and about their opinion in what

they read; they could also encourage them to act out their favorite stories in front

of family members.

§ To reinforce their children’s achievement and progress in the English language

learning in general and in voluntarily reading in particular.

97
 § To help their children develop a reading habit by reading regularly even if they

start with a few pages or even with short paragraphs.

5) Recommendations for the local community

§ To provide financial support for neighborhood schools to establish an English

library.

§ To promote the culture of reading.

6) Recommendations for learners

• To develop a reading habit by:

§ Having a reading partner.

§ Selecting stories they like and start reading them.

§ Reading regularly anything they find interesting.

§ Trying different types and strategies of reading till they find what works for

them.

§ Putting some time limits for finishing each story along with their partners

§ Talking about what they read in front of others.

§ Reading different types of materials from different sources such as the

Internet, comic magazines, books, newspapers, and cards.

5.3 Suggestions for Further Research

This study proved that integrating extensive reading activities with other academic or

intensive reading activities can result in positive improvements of learners' attitudes and

reading comprehension levels. Consequently, the researcher recommends that other

researchers conduct further research in this area. In other words, other studies especially

98
those which will be conducted in Palestine may investigate other benefits of extensive

reading on EFL learning such as on expanding students' vocabulary repertoire,

improving their speaking performance, and developing reading comprehension. In fact,

there are many studies in the world related to the influence of extensive reading on ESL

or EFL learning, but in Arab countries there are only a few. The researcher recommends

the following for further research:

• To select a larger sample from different areas.

• To select a balanced sample that includes both females and males.

• To use longer tests for investigating the subjects' reading comprehension

development.

99
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109
 Appendix (A)

The Reading Comprehension Test

110
111
112
113
114
 Appendix (B)

Reading Attitude Questionnaire

115
 ELEMENTARY READING ATTITUDE QUESTIONNAIRE

1. How do you feel when you read a book on a rainy day?

Love it! Like it. Ho Hum… Don’t I strongly

like it! don't like it
2. How do you feel when you read a book in school during free time?

Love it! Like it. Ho Hum… Don’t I strongly

like it! don't like it
3. How do you feel about reading for fun at home?

Love it! Like it. Ho Hum… Don’t I strongly

like it! don't like
it
4. How do you feel about getting a book for a present?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like
it

116
5. How do you feel about spending free time reading?

Love it! Like it. Ho Hum… Don’t I strongly

like it! don't like
it
6. How do you feel about starting a new book?

Love it! Like it. Ho Hum… Don’tI strongly

like it!
don't like
it
7. How do you feel about reading during summer vacation?

Love it! Like it. Ho Hum… Don’t I strongly

like it! don't like
it

117
8. How do you feel about reading instead of playing?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it
9. How do you feel about going to a bookstore?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it

10. How do you feel about reading different kinds of books?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it

118
11. How do you feel when the teacher asks you questions about
what you read?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it
12. How do you feel about doing reading workbook pages and
worksheets?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it

13. How do you feel about reading in school?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it

119
14. How do you feel about reading your school books?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it
15. How do you feel about learning from a book?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it
16. How do you feel when it’s time for reading class?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it
17. How do you feel about the stories you read in reading class?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it

120
18. How do you feel when you read out loud in class?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it
19. How do you feel about using a dictionary?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it
20. How do you feel about taking a reading test?

Love it! Like it. Ho Hum… Don’t like I strongly

it! don't like it

121
 Appendix (C)

The Translated Questionnaire

122
 ELEMENTARY READING ATTITUDE QUESTIONNAIRY

Scoring Sheet

Survey Administrator name:……………………………………

Student name: ………………………………………………..

Grade Level Date of Administration Scoring Guide

5 points Happiest face
4 points Slightly smiling face
3 points Normal face
2 points Mildly upset face
1 point Very upset face

Extensive Reading Intensive Reading

Item Number of Points Item Number Number of
Number Points
1. 11.
2. 12.
3. 13.
4. 14.
5. 15.
6. 16.
7. 17.
8. 18.
9. 19.
10. 20.
Score Score
Total:

123
 ‫إﺳﺘﺒﺎﻧﺔ ﺗﻮﺟﮭﺎت اﻟﻄﻼب ﺣﻮل اﻟﻘﺮاءة ﺑﺎﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ‬
‫‪ .1‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﻋﻨﺪﻣﺎ ﺗﻘﺮأ ﻛﺘﺎﺑﺎ ﻓﻲ ﯾﻮم ﻣﺎﻃﺮ ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .2‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﻋﻨﺪ ﻗﺮاءة ﻛﺘﺎب ﻓﻲ اﻟﻤﺪرﺳﺔ أﺛﻨﺎء وﻗﺖ اﻟﻔﺮاغ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .3‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل اﻟﻘﺮاءة ﻟﻠﻤﺘﻌﺔ " ﻗﺼﺺ" ﻓﻲ اﻟﻤﻨﺰل ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪ .4‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل اﻟﺤﺼﻮل ﻋﻠﻰ ﻛﺘﺎب ﻛﮭﺪﯾﺔ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .5‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل ﺗﻤﻀﯿﺔ ﺑﻌﺾ أوﻗﺎت اﻟﻔﺮاغ ﻓﻲ اﻟﻘﺮاءة ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪124‬‬
 ‫‪ .6‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﻋﻨﺪ ﺑﺪاﯾﺔ ﻗﺮاءة ﻛﺘﺎب ﺟﺪﯾﺪ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .7‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل اﻟﻘﺮاءة أﺛﻨﺎء اﻟﻌﻄﻠﺔ اﻟﺼﯿﻔﯿﺔ ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .8‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل اﻟﻘﺮاءة ﺑﺪﻻ ﻣﻦ اﻟﻠﻌﺐ ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪ .9‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل اﻟﺬھﺎب إﻟﻰ ﻣﺘﺠﺮ ﺑﯿﻊ اﻟﻜﺘﺐ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪ .10‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل ﻗﺮاءة ﻣﺨﺘﻠﻒ أﻧﻮاع اﻟﻜﺘﺐ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪125‬‬
 ‫‪ .11‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﻋﻨﺪﻣﺎ ﺗﺴﺄﻟﻚ اﻟﻤﻌﻠﻤﺔ ﻋﻦ ﻣﺎ ﻗﺮأت؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪ .12‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﻋﻨﺪﻣﺎ ﯾﺘﻮﺟﺐ ﻋﻠﯿﻚ ﺣﻞ ورﻗﺔ ﻋﻤﻞ أو ﺗﻤﺎرﯾﻦ اﻟﻘﺮأة ﻓﻲ اﻟﻜﺘﺎب؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪ .13‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل اﻟﻘﺮاءة ﻓﻲ اﻟﻤﺪرﺳﺔ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪ .14‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل ﻗﺮاءة اﻟﻜﺘﺐ اﻟﻤﺪرﺳﯿﺔ ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪126‬‬
 ‫‪ .15‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل اﻟﺘﻌﻠﻢ ﻣﻦ اﻟﻜﺘﺎب ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .16‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﻋﻨﺪﻣﺎ ﯾﺤﯿﻦ وﻗﺖ ﺣﺼﺺ اﻟﻘﺮاءة؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .17‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﺣﻮل اﻟﻘﺼﺺ اﻟﺘﻲ ﺗﻘﺮاھﺎ ﻓﻲ ﺣﺼﺺ اﻟﻘﺮاءة ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .18‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﻋﻨﺪﻣﺎ ﺗﻘﺮأ ﻗﺮأة ﺟﮭﺮﯾﺔ ﻓﻲ اﻟﺤﺼﺔ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪ .19‬ﻣﺎ ھﻮ ﺷﻌﻮرك ﻋﻨﺪﻣﺎ ﺗﺴﺘﻌﻤﻞ اﻟﻤﻌﺠﻢ ﻻﺳﺘﺨﺮاج اﻟﻤﻌﺎﻧﻲ اﻟﺼﻌﺒﺔ ؟‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬

‫‪127‬‬
 Appendix (D)

Study Permission

128
129
130
 Appendix (E)

Names of the Jury

131
 Names of the Jury

The supervisor of this study. Assistant Professor at the

1. Dr. Hazem Bader English Department, Faculty of Art, Hebron University,
Hebron, Palestine.

2. Professor. Ahmad
Professor at Hebron University
Atawneh

3. Dr. Muhammed Farrah Assistant Professor Hebron University

4. Dr. Read Zahedah Assistant Professor Hebron University

5. Dr. Bassem Al-Saheb Assistant Professor Hebron University

English supervisor at the Palestinian Ministry of

6. Dr. Mahmmod Tomize
Education.

7. Abed Al-Rahman Abu- English supervisor at the Palestinian Ministry of

Zahrah Education.

132
 Appendix (F)

Extensive Reading Materials Samples

133
 Exposition
Set the scene

• Meet Ariel and her friends

• She’s a mermaid? Wow that’s cool!
• She’s the daughter of
King Trident? Right
on- but she’s kind of
a rebel!

134
 Complication
Part of your world

• Ariel isn’t happy with her life under the sea… she
wants to go to the world of the human
• She also has fallen in love with young Prince Eric.
• But her father refuses to
listen :(

Rising Action
• She trades her voice
so she can be a human
*But she has to make Eric
fall in love with her
* The problem? She can’t speak!

135
 Rising Action
• Ursula doesn’t want
her to get her voice back
• So she transforms herself
into a beautiful woman and
tricks Eric into marrying her

Rising Action
• Ariel has to save Eric!
• So she ruins the wedding
• Ursula is VERY MAD!

136
 Climax
• Ursula transforms into
Her terrible self and threatens
To kill everybody!
• A battle follows and
Ursula plummets to the
Bottom of the ocean dead.
* YAY!

Falling Action
• Ariel gets her voice back
• But she is a mermaid again :(
• But her father turns her back into a human
YAYZZZ!

137
 Denouement
• Prince Eric and Ariel Get married

• And they live happily ever after!

138
 By Lizzie

Press the space bar to 1 year later a new child was

make pictures appear and born. They named her
also to move the slides!! Rapunzel. Her parents were
scared because the witch
next door wanted their child.
Once upon a time there They did not tell the witch
lived a poor family. All that a girl had been born.
they wanted was a child to
call their own.

139
 One day Rapunzel saw
some bright apples in
their neighbours
garden. The garden
belonged to a witch.

Rapunzel grew older. She

turned into a beautiful,
young lady. Click here to see what
Rapunzel saw!!

She saw lovely, ripe, red, green and juicy apples.

Click on a red apple to continue…

140
She wanted them so “Who are you?” Asked
bad that she climbed the witch. “I am
over the wall. rapunzel next door’s
Suddenly the witch child.” replied
turned up out of Rapunzel. “Are you
nowhere! now.” said the witch.

Many years had past.

Rapunzel got older and
grew very lonely. Her
hair got longer and
longer!!

“Come with me I
have a present for
you!!! Go up there
you will never come
down.” shouted the
witch

141
One day a prince heard
about a beautiful,
young girl was trapped
in a tower.

The prince couldn’t

believe his ears. “ I
must go and rescue
this young lady!!”

The prince reached

rapunzel’s tower As soon as the witch had
left the prince thought
suddenly he heard
someone coming! He to him self I will try it.
“Rapunzel, Rapunzel let
hid behind a big rose
bush. The witch called down your hair!”
out “Rapunzel, Rapunzel
let down your hair!”
down fell a long string
of braided hair.

142
At first rapunzel was
frightened but after a The prince visited her
while she started to every night. They fell in
like the prince. love. But suddenly they
heard a voice Rapunzel,
Rapunzel let down your
hair!” it was the witch!

“I told you not to see

anybody” shouted the
witch. “I love her and I
want to spend the rest
of my life with her!!”
said the prince. “will
you marry me” asked
the prince. Rapunzel
froze for a few
seconds “ YES!!!”
replied Rapunzel. They
jumped out of the
window and ran off into
the wood.

143
Created by
Lizzie
Tyrrell

The End

144
 Help me make the shot!

What is the genre of the story Allie’s

Basketball Dream?

A. Fantasy

B. Realistic Fiction

C. Mystery

D. Biography

145
 The story begins after…

A. Allie’s father brings her a basketball.

B. Allie goes to the basketball court.

C. Allie sees Domino.

D. None of the above

What is Allie’s main problem?

A. She doesn’t spend time on the court.

B. Domino is in the way.

C. Her friends keep laughing at her.

D. She can’t make a shot and no one will

play with her.

146
Which word best describes how Allie felt
about practicing basketball for the first
time near the older kids?

A. depressed

B. joyful

C. nervous

D. thrilled

What made Allie decide to become a

professional basketball player?

A. seeing a basketball game at Madison Square

Garden
B. her father

C. playing basketball in school

D. watching the older kids on the basketball

court

147
 Allie remembered all of the following
about her time at the Madison Square
Garden game EXCEPT:

A. the noise of the crowd

B. the hot dogs and popcorn

C. the slam dunks the players made

D. the bright lights on the court

You can tell that Buddy doesn’t think the

basketball is worth much because he
offers Allie:

A. a miniature sports car

B. two quarters and some grape bubble gum

C. his volleyball

D. all of the above

148
All of the following would describe Allie
EXCEPT:

A. loves basketball

B. disrespects her friends

C. has goals

D. determined

What lesson can the reader learn from

Allie?

A. listen to your father

B. always stick with your buddy

C. practice and never give up

D. basketball is a girl’s sport

149
Which word correctly completes the following
sentence:

Michael Jordan was a _______ basketball

player.

A. pretended

B. captain

C. aimed

D. professional

Which word correctly completes the following

sentence:

The woman in the picture looks ______,

but I can’t remember her name.

A. pretended

B. familiar

C. aimed

D. captain

150
Which word correctly completes the following
sentence:

My cousin Josh wants to be the team _____,

but no one wants to follow his lead.

A. monitor

B. captain

C. aimed

D. professional

Which word correctly completes the following

sentence:

The teacher had to _____ the students on

the playground to make sure no one got hurt.

A. captain

B. pretended

C. aimed

D. monitor

151
 Acknowledgements:
Sound effects: www.wavsource.com
Animations: www.clipartpoint.com

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177
 Nasreddin and the Pot

One day Nasreddin borrowed (‫ )اﺳﺘﻌﺎر‬a pot from his neighbour Ali. The next day
he brought it back with another little pot inside. "That's not mine," said Ali. "Yes,
it is," said Nasreddin. "While your pot was staying with me, it had a baby."

Some time later Nasreddin asked Ali to lend him a pot again. Ali agreed, hoping
that he would once again receive two pots in return. However, days passed and
Nasreddin had still not returned the pot. Finally Ali lost patience (‫ )ﻓﻘﺪ ﺻﺒﺮه‬and
went to demand (‫ )ﯾﻄﺎﻟﺐ‬his pot. "I am sorry," said Nasreddin. "I can't give you
back your pot, since it has died." "Died!" screamed (‫ )ﺻﺮخ‬Ali, "how can a pot
die?" "Well," said Nasreddin, "you believed me when I told you that your pot had
had a baby."

178
 Nasreddin Goes Shopping

One day Nasreddin went to town to buy new clothes (‫)ﺷﺮاء ﻣﻼﺑﺲ ﺟﺪﯾﺪة‬. First he
tried on a pair of trousers(‫)ﺑﻨﻄﺎل‬. He didn't like the trousers, so he gave them
back to the shopkeeper (‫)اﻟﺒﺎﺋﻊ‬. Then he tried a robe which had the same price ‫)ﻧﻔﺲ‬
(‫ اﻟﺴﻌﺮ‬as the trousers. Nasreddin was happy with the robe, and he left the shop.
Before he climbed on his donkey to ride home, the shopkeeper and the shop-
assistant ran out.

"You didn't pay (‫ )ﺗﺪﻓﻊ اﻟﻤﺎل‬for the robe!" said the shopkeeper.

"But I gave you the trousers in exchange (‫ )اﻋﻄﯿﺘﻚ اﻟﺒﻨﻄﺎل ﺑﺪﻻ ﻋﻨﮫ‬for the robe, didn't I?"
replied Nasreddin.

"Yes, but you didn't pay for the trousers, either!" said the shopkeeper.

"But I didn't buy the trousers," replied Nasreddin. "I am not so stupid (‫ )ﻟﺴﺖ ﻏﺒﯿﺎ‬as
to pay for something which I never bought."
Teacher : nor atomize.How did Nasreddin get to the shop?

179
 2. Nasreddin's Visitors: Reading Comprehension
3. Read the story and answer the questions.
4. Nasreddin's Visitors
5. Teacher : Nora Tomize

6. Duck
7.
8. One day a visitor (‫ )زاﺋﺮ‬came to Nasreddin's house. "I am your cousin
from Jordan," he said, "and I have brought (‫ )اﺣﻀﺮت‬you a duck to celebrate
the visit." Nasreddin was happy. He asked his wife to cook the duck, and
served the visitor a fine dinner (‫)ﻋﺸﺎء‬.

The next day another visitor arrived. "I am the friend of the man who
brought you the duck," he said. Nasreddin invited (‫ )دﻋﺎه‬him in and gave
him a good meal. The next day another visitor arrived, and said he was
the friend of the friend of the man who had brought the duck. Again
Nasreddin invited him in for a meal. However, he was getting annoyed
‫)اﻧﺰﻋﺞ‬

. Visitors seemed to be using his house as a restaurant.

Then another visitor came, and said he was the friend of the friend of the
friend of the man who had brought the duck. Nasreddin invited him to
eat dinner with him. His wife brought some soup to the table and the
visitor tasted it. "What kind of soup is this?" asked the visitor. "It tastes
just like warm water." "Ah!" said Nasreddin, "That is the soup of the soup
of the soup of the duck.
9. --------------------------------------------------------------
---
10.

180
 Good Sandwich

Gordon was hungry. He opened the refrigerator. There must be something in here to
eat, he thought. There was—a single hot dog.

He took it out of its package and put a small frying pan onto the stove's gas burner.
He turned on the heat. Then he poured a little bit of vegetable oil into the pan. He sliced
the hot dog in half lengthwise. When the oil got hot, he put the two halves in the pan.
About a minute later, he flipped each half over. After another minute, he took the hot dog
out of the pan.

Gordon put two slices of bread into the toaster. This was tasty and healthy bread.
The first ingredient listed was organic sprouted wheat. The first ingredient in ordinary
bread is usually unbleached flour.

When the toast popped up, he put mustard, mayonnaise, and ketchup on one slice.
Then he added two slices of onion. On top of the onions, he placed the hot dog. On top of
the hot dog, he put a couple of slices of apple. Then he added some bits of hot green
chile, and then put the top piece of toast onto the chile bits.

Ahh, what a sandwich, he thought, as he sat down to eat

181
 Nasreddin and the Smell of Soup: Reading
Comprehension

Read the story and answer the questions..

Nasreddin and the Smell of Soup

poor man soup

One day, a poor man (‫)رﺟﻞ ﻓﻘﯿﺮ‬, who had only one piece of bread to eat, was
walking past a restaurant. There was a large pot of soup on the table. The poor
man held his bread over the soup (‫)اﻣﺴﻚ اﻟﺨﺒﺰ ﻓﻮق اﻟﻘﺪر‬, so the steam (‫ )اﻟﺒﺨﺎر‬from the
soup went into the bread, and gave it a good smell. Then he ate the bread.

The restaurant owner ( ‫ )ﻣﺎﻟﻚ اﻟﻤﻄﻌﻢ‬was very angry at this, and he asked the man
for money, in exchange for the steam from the soup. The poor man had no
money, so the restaurant owner took him to Nasreddin, who was a judge (‫)ﻗﺎﺿﻲ‬
at that time. Nasreddin thought about the case (‫ )اﻟﻘﻀﯿﺔ‬for a little while.

Then he took some money from his pocket. He held the coins (‫اﻟﻌﻤﻼت‬.) next to
the restaurant owner's ear, and shook ( ‫)ھﺰھﺎ‬them, so that they made a jingling
noise.

"What was that?" asked the restaurant owner.

182
"That was payment for you," answered Nasreddin.

"What do you mean? That was just the sound of coins! " protested (‫ )اﺣﺘﺞ‬the
restaurant owner.

"The sound of the coins is payment for the smell of the soup," answered
Nasreddin. "Now go back to your restaurant."

----------------------------------------------------------------
Answer these questions:

1. What food did the poor man have?

A. ? soup

B. ? bread

C. ? nothing

2. What kind of food did he see in the restaurant?

A. ? bread

B. ? meat

C. ? soup

3. Why did he hold the bread over the soup?

A. ? So the steam from the soup would go into the bread.

B. ? So he could warm his hand.

C. ? So the restaurant owner would get angry.

4. Why did the restaurant owner take the poor man to Nasreddin?
A. ? Because Nasreddin was a judge.

B. ? So that Nasreddin could pay for the soup.

C. ? Because Nasreddin was the man's relative.

5. What did Nasreddin do with the coins?

A. ? He gave them to the restaurant owner.

183
 B. ? He made a noise with them.

C. ? He gave them to the poor man.

6. What was the payment for the smell of the soup?

A. ? the sound of money

B. ? a few coins

C. ? there was no payment

Nasreddin and the Smell of Soup: Summarizing the Story

This is a summary of the story. Complete the summary by typing

the correct words into the gaps.

When you have finished, click on "Check". If you need help, you can click on
"Hint" to get a free letter.

One day, a man was passing a . He saw a pot of hot on the

table, so he held his piece of over the pot to catch the from the

soup. The restaurant wanted him to for the steam, but the poor

man had no . Nasreddin was asked to the case.

Nasreddin shook some next to the of the restaurant owner. He said

that the of the was for the of the soup.

184
 English is so hard

Johnny asked Dotty how her first day in her Duarte ESL class was. It was terrible,
she told him. She understood little of what the Level 4 teacher said. He spoke too fast for
her. She had struggled through a Level 3 class at a Monrovia school.

When the teacher asked if there were any questions, she told him that she didn't
understand most of what he had said. He told her not to worry; she could take the class
again if she failed it the first time. She didn't want to fail it the first time, however, or any
time.

He gave them homework the first day, of course. They were supposed to write a
300-word essay supporting gun control. Of course, Dotty said, she could write that essay
in her native language. But there was no way she could write it in English. She showed
Johnny the textbook. The print was so tiny that trying to read just a few pages gave her a
headache. On top of that was all the new vocabulary on each page. "I'm going to drop the
class," she said. She wanted to cry. When was she ever going to learn this language?

185
 The Neighbor

Barbara couldn't take it any more. Her upstairs neighbor was blasting his stereo
again. She had asked him twice already to turn the volume down. The first time she
asked, he was surprised. He said he didn't know that she could hear his stereo.

"Yes," she said, "it's just like your stereo was in my living room. I can hear every
note!"

He said he would keep it down. She hoped that he was telling the truth. Of course,
he wasn't. The very next day, he blasted his stereo. She marched upstairs to remind him
of his promise. He said the volume was so low that he could barely hear it. She asked him
to turn it lower. He said he would try. Barbara could swear that when she reentered her
apartment, the music was louder than when she had walked upstairs.

So, this was the third time. She took her baseball bat upstairs with her. She knocked
very loudly on his door. When he opened the door, she screamed at him like a crazy
person. She told him she would kill him if he didn't turn the music down and keep it
down. His eyes got big.

She went back downstairs. She couldn't hear a note.

I can't believe I said that, she told herself.

186
 Nasreddin and the Beggar: Reading Comprehension

Read the story and answer the questions.

Click on the box beside the correct answer.

Nasreddin and the Beggar

begger

One day, Nasreddin was up on the roof of his house, mending a hole in it
(‫)ﯾﺼﻠﺢ ﻓﺠﻮه‬. He had nearly finished, and he was happy with his work. Suddenly, he
heard a voice (‫ )ﺻﻮت‬below call "Hello!" When he looked down, Nasreddin saw an
old man in dirty clothes standing below.

"What do you want?"(‫ )ﻣﺎذا ﺗﺮﯾﺪ؟‬asked Nasreddin.

"Come down and I'll tell you," called the man.

Nasreddin was annoyed (‫)اﻧﺰﻋﺞ‬, but he was a polite (‫ )ﻣﮭﺬب‬man, so he put down
his tools. Carefully, he climbed all the way down to the ground.

187
"What do you want?" he asked, when he reached the ground.

"Could you spare a little money (‫ )ارﯾﺪ ﺑﻌﺾ اﻟﻤﺎل‬for an old beggar?" asked the old
man. Nasreddin thought for a minute (‫)دﻗﯿﻘﺔ‬.

Then he said, "Come with me." He began climbing the ladder again. The old man
followed him (‫ )ﻟﺤﻖ ﺑﮫ‬all the way to the top (‫)ﻟﻸﻋﻠﻰ‬. When they were both sitting on
the roof, Nasreddin turned to the beggar. "No," he said.

188
Study Zone
The Carpet Fitter: Comprehension Questions

Read the story and answer the questions.

10:29
Click on the box beside the correct answer.

The Carpet Fitter

Eddie was a carpet fitter, and he hated it. For ten years he had spent his days
sitting, squatting, kneeling or crawling on floors, in houses, offices, shops,
factories and restaurants. Ten years of his life, cutting and fitting carpets for
other people to walk on, without even seeing them. When his work was done,
no-one ever appreciated it. No- one ever said "Oh, that's a beautiful job, the
carpet fits so neatly." They just walked all over it. Eddie was sick of it.
He was especially sick of it on this hot, humid day in August, as he worked to
put the finishing touches to today's job. He was just cutting and fixing the last
edge on a huge red carpet which he had fitted in the living room of Mrs.
Vanbrugh's house. Rich Mrs. Vanbrugh, who changed her carpets every year,
and always bought the best. Rich Mrs. Vanbrugh, who had never even given him
a cup of tea all day, and who made him go outside when he wanted to smoke.
Ah well, it was four o'clock and he had nearly finished. At least he would be able
to get home early today. He began to day-dream about the weekend, about the
Saturday football game he always played for the local team, where he was
known as "Ed the Head" for his skill in heading goals from corner kicks.
Eddie sat back and sighed. The job was done, and it was time for a last
cigarette. He began tapping the pockets of his overalls, looking for the new
packet of Marlboro he had bought that morning. They were not there.
It was as he swung around to look in his toolbox for the cigarettes that Eddie

189
saw the lump. Right in the middle of the brand new bright red carpet, there was
a lump. A very visible lump. A lump the size of -- the size of a packet of
cigarettes.
"Blast!" said Eddie angrily. "I've done it again! I've left the cigarettes under the
blasted carpet!"
He had done this once before, and taking up and refitting the carpet had
taken him two hours. Eddie was determined that he was not going to spend
another two hours in this house. He decided to get rid of the lump another way.
It would mean wasting a good packet of cigarettes, nearly full, but anything was
better than taking up the whole carpet and fitting it again. He turned to his
toolbox for a large hammer.
Holding the hammer, Eddie approached the lump in the carpet. He didn't
want to damage the carpet itself, so he took a block of wood and placed it on
top of the lump. Then he began to beat the block of wood as hard as he could.
He kept beating, hoping Mrs. Vanbrugh wouldn't hear the noise and come to see
what he was doing. It would be difficult to explain why he was hammering the
middle of her beautiful new carpet.
After three or four minutes, the lump was beginning to flatten out. Eddie
imagined the cigarette box breaking up, and the crushed cigarettes spreading
out under the carpet. Soon, he judged that the lump was almost invisible.
Clearing up his tools, he began to move the furniture back into the living room,
and he was careful to place one of the coffee tables over the place where the
lump had been, just to make sure that no-one would see the spot where his
cigarettes had been lost. Finally, the job was finished, and he called Mrs.
Vanbrugh from the dining room to inspect his work.
"Yes, dear, very nice," said the lady, peering around the room briefly. "You'll
be sending me a bill, then?"
"Yes madam, as soon as I report to the office tomorrow that the job is done."
Eddie picked up his tools, and began to walk out to the van. Mrs. Vanbrugh
accompanied him. She seemed a little worried about something.
"Young man," she began, as he climbed into the cab of his van, laying his
toolbox on the passenger seat beside him, "while you were working today, you
didn't by any chance see any sign of Armand, did you? Armand is my parakeet. A
beautiful bird, just beautiful, such colors in his feathers... I let him out of his
cage, you see, this morning, and he's disappeared. He likes to walk around the
house, and he's so good, he usually just comes back to his cage after an hour or
so and gets right in. Only today he didn't come back. He's never done such a
thing before, it's most peculiar..."

190
 "No, madam, I haven't seen him anywhere," said Eddie, as he reached to start
the van.
And saw his packet of Marlboro cigarettes on the dashboard, where he had
left it at lunchtime....
And remembered the lump in the carpet....
And realised what the lump was....
And remembered the hammering....
And began to feel rather sick....

MDH 1994 -- from a common urban legend

Show one at a time

1. Why did Eddie hate being a carpet-fitter?

A. ? The pay was too low.

B. ? He didn't like working alone.

C. ? No-one appreciated his work.

D. ? He couldn't smoke on the job.

2. What did Eddie think of Mrs. Vanbrugh?

A. ? She was a kind, thoughtful lady.

B. ? She was rich and selfish.

C. ? She was always losing things.

D. ? She had good taste in furniture.

3. Why was Eddie called "Ed the Head" by his friends?

A. ? Because he was such an intelligent carpet-fitter.

B. ? Because he had a large head.

C. ? Because he was very proud and self-important.

D. ? Because of his footballing skills.

4. What did Eddie want to do when he had finished fitting the carpet?
A. ? have a cigarette

191
 B. ? hammer the carpet flat

C. ? look for Mrs. Vanbrugh's lost bird

D. ? start work in the dining room

5. Why didn't Eddie remove the carpet to take out the thing that was
causing the lump?
A. ? He couldn't take the carpet up once he had fitted it.

B. ? He didn't need the cigarettes because he had some more in

the van.

C. ? It would take too long to remove the carpet and re-fit it.

D. ? He intended to come back and remove the lump the next

day.

6. What did Eddie do with the hammer?

A. ? hammered nails into the lump

B. ? fixed the coffee table

C. ? left it under the carpet

D. ? flattened the carpet

7. What was Mrs. Vanbrugh worried about?

A. ? Her bird was missing.

B. ? She thought the carpet was going to be too expensive.

C. ? She thought Eddie had been smoking in the house.

D. ? She couldn't find her husband, Armand.

8. What was really under the carpet?

A. ? the cigarettes

B. ? Eddie's toolbox

C. ? nothing

192
 D. ? the missing bird

9. "Eddie was determined...." means that he:

A. ? had no idea

B. ? decided for sure

C. ? felt very angry

D. ? couldn't decide

10. "Peculiar" in the sentence "He's never done such a thing before, it's
most peculiar..." means:
A. ? normal

B. ? like a bird

C. ? difficult

D. ? strange

193
 Appendix (G)

Post- Reading Activities

194
 Nasreddin and the Smell of Soup: Reading
Comprehension

Read the story and answer the questions..

Nasreddin and the Smell of Soup

Answer these questions:

1. What food did the poor man have?

A. ? soup

B. ? bread

C. ? nothing

2. What kind of food did he see in the restaurant?

A. ? bread

B. ? meat

C. ? soup

3. Why did he hold the bread over the soup?

A. ? So the steam from the soup would go into the bread.

B. ? So he could warm his hand.

C. ? So the restaurant owner would get angry.

4. Why did the restaurant owner take the poor man to Nasreddin?
A. ? Because Nasreddin was a judge.

B. ? So that Nasreddin could pay for the soup.

C. ? Because Nasreddin was the man's relative.

5. What did Nasreddin do with the coins?

A. ? He gave them to the restaurant owner.

195
 B. ? He made a noise with them.

C. ? He gave them to the poor man.

6. What was the payment for the smell of the soup?

A. ? the sound of money

B. ? a few coins

C. ? there was no payment

Nasreddin and the Smell of Soup: Summarizing the Story

This is a summary of the story. Complete the summary by typing

the correct words into the gaps.

When you have finished, click on "Check". If you need help, you can click on
"Hint" to get a free letter.

One day, a man was passing a . He saw a pot of hot on the

table, so he held his piece of over the pot to catch the from the

soup. The restaurant wanted him to for the steam, but the poor

man had no . Nasreddin was asked to the case.

Nasreddin shook some next to the of the restaurant owner. He said

that the of the was for the of the soup.

196
Nasreddin Goes Shopping: Reading Comprehension

Read the story and answer the questions.

1. How did Nasreddin get to the shop?

A. ? on foot

B. ? by camel

C. ? by donkey

D. ? the story doesn't say

2. What did Nasreddin do first in the shop?

A. ? He tried on some trousers.

B. ? He tried on a robe.

C. ? He tried on a hat.

D. ? He greeted the shopkeeper.

3. What did Nasreddin try on next?

A. ? a robe

B. ? a pair of trousers

C. ? a hat

4. Which item did Nasreddin like best?

A. ? the robe

B. ? the hat

C. ? the trousers

5. How many people were working in the shop?

A. ? four

B. ? three

197
 C. ? two

6. Why was the shopkeeper angry when Nasreddin left?

A. ? He didn't take the trousers.

B. ? He didn't pay for the robe.

C. ? He didn't say goodbye.

7. What did Nasreddin actually pay for?

A. ? nothing

B. ? the robe

C. ? the trousers

D. ? the hat

Nasreddin Goes Shopping: Summarizing the Story

This is a summary of the story. Complete the summary by typing

the correct words into the gaps.

When you have finished, click on "Check". If you need help, you can click on
"Hint" to get a free letter.

Nasreddin tried on a of trousers and a in a shop. He didn't like the

, so he gave them back to the . He walked out with the robe. The

shopkeeper complained that Nasreddin didn't for the robe. Nasreddin said

he for the robe by giving him the trousers. When the shopkeeper said that

he didn't pay for the trousers either, Nasreddin replied that he didn't the

trousers.

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 ‫ﺑﺴﻢ اﷲ اﻟﺮﺣﻤﻦ اﻟﺮﺣﯿﻢ‬

‫ﺟﺎﻣﻌﺔ اﻟﺨﻠﯿﻞ‬
‫ﻛﻠﯿﺔ اﻟﺪراﺳﺎت اﻟﻌﻠﯿﺎ‬
‫ﺑﺮﻧﺎﻣﺞ اﻟﻠﻐﻮﯾﺎت اﻟﺘﻄﺒﯿﻘﯿﺔ‬

‫رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﯿﺮ ﺑﻌﻨﻮان‪:‬‬

‫ﺗﺤﺮي أﺛﺮ أﻧﺸﻄﺔ اﻟﻘﺮاءة اﻹﺿﺎﻓﯿﺔ ﻋﻠﻰ ﻣﺴﺘﻮى ﻃﺎﻟﺒﺎت اﻟﺼﻒ‬
‫اﻟﺴﺎدس ﻓﻲ ﻣﮭﺎرة اﻟﻘﺮاءة اﻻﺳﺘﯿﻌﺎﺑﯿﺔ ﻓﻲ ﻣﺪرﺳﺔ ﺣﻔﺼﺔ ﻓﻲ اﻟﺨﻠﯿﻞ‬

‫إﻋﺪاد‪:‬‬
‫ﻧﻮرا ﻣﻮﺳﻰ ﻃﻤﯿﺰة‬

‫اﺷﺮاف‪:‬‬
‫د‪ .‬ﺣﺎزم ﺑﺪر‬

‫ﺗﻢ إﻋﺪاد ھﺬه اﻟﺮﺳﺎﻟﺔ اﺳﺘﻜﻤﺎﻻ ﻟﻤﺘﻄﻠﺒﺎت درﺟﺔ اﻟﻤﺎﺟﺴﺘﯿﺮ ﻓﻲ اﻟﻠﻐﻮﯾﺎت اﻟﺘﻄﺒﯿﻘﯿﺔ ﺑﻜﻠﯿﺔ اﻟﺪراﺳﺎت‬
‫اﻟﻌﻠﯿﺎ ﻓﻲ ﺟﺎﻣﻌﺔ اﻟﺨﻠﯿﻞ‪.‬‬

‫ﺗﺸﺮﯾﻦ ﺛﺎﻧﻲ ‪2013 .‬‬

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