The purpose of this study is to investigate the effect of parents’ involvementin their children reading in the development of speaking and critical readingamong sixth grade female students in Jordan.To achieve this, the researcherdeveloped a test in speaking and another in critical reading.The participantsof this study consisted of (46) female students from the sixth grade chosenpurposefully from two public schools girls in Ajloun First EducationalDirectorate, the control group from Eben-Ebleen School totaling (23) studentsand the experimental group from Sakhra Comprehensive School for Girlstotaling (23) students.The experimental group studied through the strategy ofparents’ involvement while, the control group studied through the traditionalmethod described in the teachers’ guide.The findings of the study showed thatthere are significant statistical differences at the level of (a =0.05) attributedto the teaching method in voice tunes, spelling, accuracy and evaluation infavor of the experimental group, and there were no differences in expressionfluency.Moreover, there are significant statistical differences at the level of(a =0.05) attributed to the teaching method in all sub skills except the goalsof the writer in favor of the experimental group.Based on the findings theresearcher presented several recommendations.
Al-Mumini, layla Mohammed and Ashour, Rateb Qasim
"The impacts of parents’ participation in teaching their kids the skills of “reading aloud” in order to improve conversation and critical reading skills among sixth graders (girls) in Jordan,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 4:
15, Article 4.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol4/iss15/4