The effect of using the self-questioning strategy in improving reading comprehension among middle school students

Abstract

Aim of the research to know the impact of the use of self-questioning strategy in Teaching my immortal on the development of reading comprehension skills of the average first-grade students. To achieve this objective approach was used semi-empirical; by preparing search tool of test reading comprehension skills, and selecting a random sample of students average first grade and reached their number (50) students, has been divided into two groups: experimental reached their number (25) students studied using Self-question strategy, and an officer was their number (25) students studied in the usual way, the experiment has been applied during the second semester of the academic year 1434/1435 AH. The research findings have resulted in no statistically significant differences at the level of significance (0.05) among the middle-level students the experimental group (which studied using self-questioning strategy) and control group (studied using the usual method), for the experimental group. In light of these findings the researcher made some recommendations and suggestions.