Strategies beyond the Knowledge of Academic Reading among Secondary School Students

Abstract

This study aimed to identify strategies beyond the knowledge of academic reading among secondary school students and the correlation with the student’s study branch (Scientific or literary),  and the academic  achievement ( Score) variables.

The study was conducted on a sample of (471) students  randomly chosen from third secondary class, studying in several secondary schools controlled by ten educational supervision offices distributed in the city of Riyadh .

To achieve the results of the study, descriptive survey method was used, and the instrument of the study was designed which is a questionnaire that included a gradual scale to measure the extent to which students were practicing  using these strategies.

The questionnaire consisted of (36) strategies distributed over three domains: whole reading domain, problem solving domain, and private reading domain.

After verifying the reliability and validity of the instrument, it was applied to the sample of the study and then the data were statistically manipulated.

The study showed statistically significant differences at the level of  ( 0.01 )  between the averages of the sample of the study, attributing the division in favor of the scientific  branch students , while the study also showed statistically significant differences at the level of (0.05) between the averages of the sample of the study attributed to academic achievement (grade) in favor of  the students having higher grades .