The Effectiveness of the Participatory Reading Strategy in Teaching Language Skills to Develop Reading Comprehension Skills

Abstract

Reading is still one of the finest and widest ways to learn about science and other subjects. As a result, specialists began looking for anything that may improve reading comprehension, raise student engagement, and aid in the development of reading comprehension abilities. They also explored how reading content impacts understanding and encouraged participatory reading to promote comprehension. The study aimed to reveal the impact of the participatory reading strategy in developing reading comprehension. In addition to identifying the statistically significant differences in reading comprehension skills due to the gender variable, and the interaction between the participatory reading strategy and gender. In order to accomplish the objectives of the study, a reading comprehension exam was created that included seven skills with (30) items. 48 male and female pupils were selected from ten schools connected to the Abha region to participate in the study. The participants in the study were split randomly into two groups: the control group, which studied using the usual approach, consisted of 24 male and female students; the experimental group, which studied using the participatory reading strategy, consisted of 24 male and female students. According to the study findings, the experimental group members who studied using the participatory reading technique had statistically significant differences in their reading comprehension skills that might be attributable to the teaching strategy. The findings also revealed that there were no statistically significant variations in reading comprehension skills attributable to the gender variable or to the interaction between the participatory reading technique and gender.