The effect of using the self-questioning strategy in developing levels of reading comprehension of literary texts

Abstract

The research aimed to identifying the impact of teaching using self-questioning strategy on developing the levels of comprehension skills ( direct , deductive , critical , signification , creative ) of literary texts for first  year secondary school students in Misurata City . To achieve  the research objectives, the researcher used the descriptive and the quasi-experimental methodologies approaches the  research sample comprised 83 students:  two experimental groups of ( 41 ) students and two control groups of ( 42 ) students, Selected  from the pubulation  of 5073 in first year secondary school students in Misurata city, Libya.  The research used the following tools :List of reading comprehension skills , reading comprehension test, and  both bookguides for teachers and students prepared according to the self questioning strategy .  having examined the psychometric stabilities of the research tools , they were applied on the sample of research for eleven weeks. The results showed that the reading comprehension skills were reached fourteen skills  categorized into five levels . There were significant differences at ( 0.05) in all the reading comprehension skills (the direct comprehension level, deductive comprehension level, critical comprehension level, gastronomic comprehension level , and the creative comprehension level ) in favor of the two experimental  groups used self questioning strategy in teaching . There were no significant differences in the means of students scores on the post of reading comprehension test of literary texts using self questioning strategy in developing the direct comprehension level, deductive comprehension level, signification comprehension level, creative comprehension level due to gender variable . For  the level of critical comprehension, the difference was significant in favor of  the female group .