Article Title:

The effects of reading method on the comprehension performance of Saudi EFL students
Authors:
Yousif ALSHUMAIMERI
Reference
Alshumaimeri, Y. (2011). The effects of reading method on the comprehension performance
of Saudi EFL students. International Electronic Journal of Elementary Education, 4(1), 185-
195.
Link:
Overview
In this study, Researchers looked at the comparative impacts of several reading strategies
on the comprehension abilities of Saudi EFL male students in the 10th grade. Participants
read three similar sentences in three different ways—oral, silent, and subvocal—and their
results were compared. The difference between oral reading and sub vocalisation as well as
between oral reading and silent reading was shown to be statistically significant. Among the
three reading techniques looked at, oral reading had the biggest impact on comprehension
skills.
Research Questions:
Do different reading methods affect the comprehension of Saudi students?
Does this reading method assist you in understanding this passage?
Which reading methods do Saudi students prefer and why?
Data Collection
22 Arabic and 28 Hebrew native speakers who were enrolled in intermediate EFL classes
between the ages of 19 and 25 participated in a study to examine the relationship between
oral reading fluency and reading comprehension. The researchers wanted to see if there
was a difference in the link between oral reading ability and reading comprehension,
therefore they examined participants' oral reading skills with two texts, one in their home
language and one in English. The information gathered included the feedback slip
information as well as the comprehension ratings gained from the five multiple-choice
questions created for each of the three readings.
Results
According to this survey, reading aloud is the most favoured reading technique. Students
believed that oral reading improved memorization and focus. This research shows that
some students do in fact find oral reading helpful in the L2 classroom, despite the relative
inconsistency in academic studies about the influence of reading modality on
comprehension.
Recommendations
Reading proficiency is developed via experience rather than through formal schooling or
instructional strategies. L2 students should utilise all accessible reading strategies in order to
determine which one best advances their learning goals. While oral reading strategies may
not always improve comprehension, they may help readers memorise material more easily
and pay attention more intently whether studying alone or in a group setting.
Relevance
This study uses a classroom-based, quasi-experimental methodology to investigate how
different reading strategies affect Saudi students' comprehension abilities. Due to set school
timetables and logistical issues, a quasi-experiment is more frequently utilised in the study
of education. Oral reading, subvocalization, and silent reading were the various reading
techniques examined.
Future research
According to other research, there are no appreciable differences in comprehension
between reading aloud and reading silently. In order to improve EFL teaching practises and
learning results, more study is required on the connection between reading strategies and
reading comprehension. The link between reading technique and comprehension is better
understood as a result of this study. Results will therefore be advantageous to educational
institutions as well as the EFL researchers, instructors, and students that assist them.