Pre-reading Assignments: Promoting Comprehension of Classroom Textbook Materials

Sami A. Al-wossabi^1,

¹English Department, Faculty of Arts and Humanities, Jazan University, Jazan, Saudi Arabia

Cite this paper:
Sami A. Al-wossabi. Pre-reading Assignments: Promoting Comprehension of Classroom Textbook Materials. American Journal of Educational Research. 2014; 2(9):817-822. doi: 10.12691/education-2-9-17

Abstract

Reading is seen today as one of the most fundamental skills to acquire knowledge in any discipline. The present study is an attempt to highlight such importance for EFL Saudi learners at Jazan University. It investigates the influence of pre-reading assignments on maximizing Saudi EFL learners' comprehension of classroom textbook materials. In this regard, 60 learners were randomly assigned to experimental and control groups designed to qualify the above statement. Participants in both groups were introduced to language acquisition learning theories for three-month period. However, in the experimental group, learners were instructed via the use of pre-reading assignments. An unpaired sample of T- test is used for this study to determine if there is a significant difference of achievement for subjects introduced to pre-reading assignments. The results of the study revealed that there is a strong correlation between the use of pre-reading assignments and better comprehension of classroom learning materials. The study concludes with a rationale to empower and utilize the use of pre- reading strategies in the EFL Saudi learning context.

Keywords:
pre-reading assignments comprehension classroom textbook materials reading strategies prior knowledge content area

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