The Islamic University of Gaza ‫الجـامعــــــــــة اإلســـــالميــة بغـــــــزة‬

Deanship of Research and Graduate Studies ‫عمادة البحث العلمي والدراسات العليــا‬
Faculty of Education ‫كـليــــــــــــــــــــة التـــــــــــــربيــــــــــة‬
Master Curriculum &Teaching Methods
‫ماجستيـــــــر المنــاهج وطرق التدريس‬

The Effectiveness of Advance Organizers in

Developing Reading Comprehension Skills and
Reflective Thinking Skills among Tenth Graders
‫فاعلية المنظمات المتقدمة في تطوير مهارات الفهم القرائي‬
‫ومهارات التفكير التأملي لدى طلبة الصف العاشر‬

by
Mousa Kamal Abu Nemer

Supervised by

Dr. Sadeq Ferwana

Assistant prof. of Teaching Education & Bilingualism

A thesis submitted in partial fulfillment

of the requirements for the degree of
Master of Curriculum &Teaching Methods

December / 2017
 ‫إقــــــــــــــرار‬

:‫أنا الموقع أدناه مقدم الرسالة التي تحمل العنوان‬

The Effectiveness of Advance Organizers in Developing

Reading Comprehension Skills and Reflective Thinking
Skills among Tenth Graders

‫فاعلية المنظمات المتقدمة في تطوير مهارات الفهم القرائي ومهارات التفكير‬

‫التأملي لدى طلبة الصف العاشر‬

،‫ باستثناء ما تمت اإلشارة إليه حيثما ورد‬،‫أقر بأن ما اشتملت عليه هذه الرسالة إنما هو نتاج جهدي الخاص‬

‫وأن هذه الرسالة ككل أو أي جزء منها لم يقدم من قبل االخرين لنيل درجة أو لقب علمي أو بحثي لدى أي‬

.‫مؤسسة تعليمية أو بحثية أخرى‬

Declaration

I understand the nature of plagiarism, and I am aware of the University’s policy on

this.

The work provided in this thesis, unless otherwise referenced, is the researcher's own
work, and has not been submitted by others elsewhere for any other degree or
qualification.

Student's name: ‫موسى كمال أبو نمر‬ :‫اسم الطالب‬

Signature: :‫التوقيع‬
Date: :‫التاريخ‬

I
 Abstract

This study aimed to investigate the effectiveness of advance organizers

to develop tenth graders' English reading comprehension skills and
reflective thinking skills. The researcher used the experimental method
to achieve the aims of this study so, he randomly chose Al- Haj
Mohammed AL- Najar Secondary School for Boys in Khanyounis. He
randomly chose two tenth grade classes out of the six classes in the
school and randomly assigned one class consisting of (43) students as an
experimental group and the other consisting of (43) students as acontrol
group. The traditional method was used in teaching the control group,
while the advance organizers strategy was used with the experimental
one in the first term of the school year (2017-2018). The researcher used
two tools, a checklist to determine the suitable reading comprehension
and reflective thinking skills for the tenth graders, and pre-posttest in the
reading comprehension and reflective thinking skills. The checklist was
implemented before the pre-test to identify the most important skills
used in the test.

The study results indicated that there were significant differences

between the mean scores attained by the experimental group and those
by the control group in favor of the experimental group. This was
because of advance organizers activation before reading a text and
before activities of reflective thinking.

Based upon the previous studies findings, the researcher recommends

that tenth grade English Language teachers should urge students to
practices reading comprehension and reflective thinking skills inside the
teaching sessions because the more the practice, the more achievement,
and hence a command of language will occur. The teachers of English
language should also be trained to activate students' advance organizers
in order to develop not only tenth graders' reading comprehension skills,
reflective thinking skills, and increase their comprehension but also to
improve their general achievement in English language.

II
 ‫الملخص‬

‫تهدف هذه الدراسة إلى التعرف على فاعلية المنظمات المتقدمة في تطوير مهارات الفهم‬
‫القرائي ومهارات التفكير التأملي لدى طلبة الصف العاشر في مبحث اللغة االنجليزية‪ .‬استخدم‬
‫الباحث المنهج التجريبي لتحقيق أهداف الدراسة‪ .‬قام الباحث باختيار مدرسة الحاج محمد‬
‫النجار الثانوية للبنين في خانيونس بطريقة عشوائية بينما اختار صفين من صفوف الصف‬
‫العاشر ثالثة وأربعون طالباً في كل منهما بطريقة عشوائية‪ .‬واختار الباحث بطريقة عشوائية‬

‫صفين من صفوف العاشر الستة الموجودة في المدرسة وعين بطريقة عشوائية فصالً‬
‫كمجموعة تجريبية مكونة من (‪ )43‬طالباً‪ ،‬والفصل اآلخر كمجموعة ضابطة مكونة من (‪)43‬‬
‫خدمت الطريقة التقليدية في تدريس المجموعة الضابطة بينما استُ ِ‬
‫خدمت استراتيجية‬ ‫طالباً‪ ،‬استُ ِ‬

‫المنظمات المتقدمة في تدريس المجموعة التجريبية وذلك في الفصل الدراسي األول من العام‬
‫الدراسي (‪ .)2018 -2017‬استخدم الباحث أداتين للبحث‪ ،‬قائمة لتحديد مهارات الفهم القرائي‬
‫والتفكير التأملي المناسبة لطلبة الصف العاشر‪ ،‬واختبار تحصيلي(قبلي بعدي) في مهارات‬
‫الفهم القرائي ومهارات التفكير التأملي‪ .‬تم تطبيق القائمة قبل االختبار وذلك لتحديد المهارات‬
‫الهامة لتضمينها في االختبار‪ .‬ولقد بينت النتائج أن هناك فروق ذات داللة إحصائية بين‬
‫المجموعة التجريبية والضابطة لصالح المجموعة التجريبية ويعزي ذلك إلى تفعيل المنظمات‬
‫المتقدمة لدى الطلبة قبل دروس القراءة وأنشطة التفكير التأملي‪ .‬ولقد أكدت التجربة على أهمية‬
‫تنشيط المنظمات المتقدمة قبل دروس القراءة وأنشطة التفكير التأملي‪.‬‬
‫في ضوء النتائج يوصي الباحث بأنه يطلب من معلمي اللغة االنجليزية الصف العاشر أن‬
‫يحثون الطالب علي ممارسة مهارات الفهم القرائي ومهارات التفكير التأملي داخل الصف‪،‬‬
‫فكلما ازدادت هذه الممارسة كلما زاد اإلنجاز والتمكن من اللغة‪ ،‬كما يجب تدريب معلمي اللغة‬
‫االنجليزية لتفعيل المنظمات المتقدمة للطلبة حتى يتحسن ليس فقط مهارات الفهم القرائي‬
‫والتفكير التأملي وانما تحسين تحصيلهم في اللغة االنجليزية بصورة عامة‪.‬‬

‫‪III‬‬
 Dedication

I would like to dedicate this work to …

Allah, Who is the source of wisdom, patience, and infinite love.

My great teacher, Prophet Mohammad (peace be upon him).
My father, who always waited for my success.
My mother for her endless patience and unwavering support.
My beloved country, Palestine.
All martyrs and captives who sacrificed their life.
My brother and my dear sisters.
My dear wife, who encouraged me to reach my goal.
All who lightened my way toward success.

IV
 Acknowledgments

My deep thanks and gratitude are due to Allah, the Almighty, who granted me
knowledge and bestowed His everlasting mercies and bounties upon me during this
long journey. Without His support, this work would not have been possible.

My special thanks are to my supervisor, Dr. Sadeq Ferwana, for his great help,
valuable suggestions, considerable patience and understanding.

My special thanks are also to Dr. Awad Kishta for his support, advice and
encouragement throughout this study.

My Special thanks are due to Dr. Ayman Abu Elenein, who helped me to carry out
my experiment in Al- Haj Mohammed AL- Najar Secondary School for Boys and
who always supported me.

My appreciation and gratitude are paid to the refereeing committee for their fruitful
comments and valuable suggestions.

My final and most heartfelt acknowledgement must go to my family, especially my

mother, my father, and my wife, for their patience, meaningful advice, helped and
stimulated me to complete this work.

V
 Table of Contents
Declaration .......................................................................................................................I
Abstract (English) .......................................................................................................... II
Abstract (Arabic) ......................................................................................................... III
Dedication ...................................................................................................................... IV
Acknowledgment ............................................................................................................ V
Table of Contents .......................................................................................................... VI
List of Tables ................................................................................................................. IX
List of Figures................................................................................................................. X
Chapter 1 Introduction .................................................................................................. 1
1.1 Introduction ........................................................................................................... 1
1.3 Statement of the problem ..................................................................................... 3
1.4 Research questions ................................................................................................ 3
1.6 Purposes of the study ............................................................................................ 4
1.7 Significance of the study ....................................................................................... 4
1.8 Limitations of the study ........................................................................................ 5
1.9 Definitions of study operational terms ................................................................ 5
Chapter 2 Literature Review ......................................................................................... 8
First Section: Theoretical Framework ...................................................................... 8
2.1 First Part: Advance Organizers .......................................................................... 8
2.1.1 Definition of advance organizers .............................................................. 9
2.1.2 Importance of Advance Organizers ......................................................... 9
2.1.3 The purpose of advance organizers ........................................................ 11
2.1.4 Types of advance organizers ................................................................... 11
2.1.5 Syntax of an advance organizer .............................................................. 13
2.2 Second Part: Reading comprehension skills .................................................... 15
2.2.1 Definition of reading comprehension: .................................................... 16
2.2.2 Importance of Reading ............................................................................ 17
2.2.3 Reading Comprehension skills: .............................................................. 18
2.2.4 How to improve Reading Comprehension skills: .................................. 19
2.2.5 Levels of comprehension: ....................................................................... 20
2.2.6 Strategies of reading ................................................................................ 22
2.3 The Third section: Reflective thinking skills .................................................... 26
2.3.1. The definition of reflective thinking skills: ........................................... 26
2.3.2. Characteristics of activities that develop the reflective thinking: ...... 27

VI
 2.3.3. The importance of reflective thinking:.................................................. 27
2.3.4 Reflective thinking skills: ........................................................................ 28
2.3.6. Developing reflective thinking: .............................................................. 29
Section II: An Overview of Related Previous studies ............................................ 34
The first part: studies related to advance organizers. ........................................... 34
The second part: studies related to reading comprehension skills. ...................... 37
The third part: studies related to reflective thinking skills. ................................. 41
Comments on the previous studies: ......................................................................... 44
From the previous studies, the researcher concluded the following: ................... 44
Analysis of the previous studies:.............................................................................. 45
Summary: .................................................................................................................. 47
Chapter 3 Research Methodology ............................................................................... 49
3.1 Research design ................................................................................................... 49
3.2 Research Population ........................................................................................... 49
3.3 Study variables .................................................................................................... 49
3.4 Instrumentation: ................................................................................................. 50
3.5 The aim of the checklist: .................................................................................... 50
3.6 Description of the checklist: ............................................................................... 50
3.7 Checklist of reading comprehension and reflective thinking skills: ............ 51
Item Analysis of the test: .......................................................................................... 58
Validity of the Test: .................................................................................................. 58
Procedures: ................................................................................................................ 63
Statistical treatments: ............................................................................................... 64
Summary: .................................................................................................................. 64
Chapter 4 Results: Data analysis................................................................................. 66
Data analysis: ............................................................................................................ 66
1. Answer to the first question: ................................................................................ 66
The first question is stated as follows: .................................................................... 66
2. Answer to the second question: ........................................................................... 67
The second question is stated as follows: ................................................................ 67
3. Answer to the third question: .............................................................................. 68
The third question is stated as follows: ................................................................... 68
Results of the first hypothesis .................................................................................. 69
The first hypothesis is stated as follows: ................................................................. 69
Results of the second hypothesis .............................................................................. 70
The second hypothesis is stated as follows: ............................................................ 70

VII
 Summary: .................................................................................................................. 72
Chapter 5 Discussion of Findings, Conclusion, Pedagogical Implication,
Recommendations ......................................................................................................... 74
5.1 Findings................................................................................................................ 74
5.2 Discussion ............................................................................................................ 74
5.3 Conclusion ........................................................................................................... 76
5.4 Pedagogical Implications .................................................................................... 77
5.5 Recommendations:.............................................................................................. 77
The Reference List ........................................................................................................ 80
Appendix 1: Questionnaire ......................................................................................... 84
Appendix 2: Pre posttest of reading comprehension skills and reflective
thinking skills ................................................................................................................ 87
Appendix 3: Referee Committee for study tools ....................................................... 91
Appendix 4: Permission Received from The Islamic University of Gaza ............... 92

VIII
 List of Tables
Table (2.1): Negotiated learning .................................................................................. 32
Table (3.1): The distribution of the sample according to the groups ....................... 49
Table (3.2): Correlation Coefficient of each item degree with the total degree of
the reading comprehension checklist .......................................................................... 52
Table (3.3): Correlation coefficient of each item degree with the total degree in
the reflective thinking checklist ................................................................................... 53
Table (3.4): The first: Matrix of correlation coefficient of each level with other
levels and with the total degree to the reading comprehension skills ...................... 53
Table (3.5): The second: Matrix of correlation coefficient of each level with
other levels and with the total degree to the reflective thinking skills ..................... 54
Table (3.6): Alpha Cronbach coefficient for the levels of reading comprehension
skills Checklist ............................................................................................................... 54
Table (3.7): Spilt-half coefficient of the reading comprehension skills checklists .. 54
Table (3.8): Alpha Cronbach coefficient for the levels of reflective thinking skills
checklist.......................................................................................................................... 55
Table (3.9): Guttman Spilt-half of the reflective thinking skills checklists ............ 55
Table (3.10): The most important skills of the reading comprehension .................. 56
Table (3.11): The most important skills of the reflective thinking ........................... 56
Table (3.12): Table of specification ............................................................................. 59
Table (3.13): Coefficient correlation of each item degree with the total degree of
the test ............................................................................................................................ 60
Table (3.14): (K-R21) coefficients for the test ............................................................ 60
Table (3.15): Spilt-half Coefficient of the pre and post test ...................................... 61
Table (3.16): Difficulty and discrimination of items of the test ................................ 62
Table (3.17): Determining the equivalence between the control and
experimental group prior to the implementation of the test ..................................... 63
Table (4.1): Degree of importance of the four levels of reading comprehension
skills ................................................................................................................................ 66
Table (4.2): Degree of importance of the four levels of reflective thinking skills ... 67
Table (4.3): T- Test result of differences in the reading comprehension and
reflective thinking skills between the experimental group and the control in the
post-test .......................................................................................................................... 68
Table (4.4): T- Test result of differences in the reading comprehension and
reflective thinking skills between the experimental group and the control in the
post-test .......................................................................................................................... 69
Table (4.5): Criterion of "Effect Size" ........................................................................ 70
Table (4.6): Criterion of "Effect Size" ........................................................................ 70
Table (4.7): T – Test result of differences in the four levels of reflective thinking
skills between the experimental group and the control in the post-test ................... 71
Table (4.7): Criterion of "Effect Size" ........................................................................ 71

IX
 List of Figures
Figure (2.1): example of a concept map using only graphics. .................................. 12
Figure (2.2): example of what a KWL chart looks like. ........................................... 13

X
 Chapter 1
Introduction
 Chapter 1
Introduction

1.1 Introduction

English is a global language which is spoken by millions of people in many countries

around the world. It is also used in several fields of life, such as technology, trade,
media, economy and politics. English is also a medium of communication among
people. Thus, learners of English as a second language use it for different
communicative purposes. Moreover, it is the most commonly used language in
books, newspapers, magazines, radio, television, movies and the internet. (Al-
Sulaimani, 2005). In some Arab countries, English is essential for those who study
pharmacy, medicine, computer and science. It is also important for travel and
occupational purposes.

Furthermore, English is used as a lingua-Franca all over the world. Today, English
has become more widespread, so it has begun to be widely taught and learnt. Hence,
many people are interested in English. That is why English language teaching has
become so necessary and important in daily life, so various researches have studied
the qualities of effective language teachers. It should be emphasized that students'
success depends on the success of their teachers, and the success of teachers depends
on effective education programs for teachers.

Like any language, English has four main skills: reading, listening, speaking, and
writing. Reading considered as a receptive skill that encourages students to acquire
vocabulary and accelerates language acquisition by encouraging reading
continuously. Thus, one of the basic aims of teaching reading is to qualify learners
for reading effectively and accurately in order to acquire information and understand
meaning correctly from the written material. "Sheng (2000:14) considers reading as a
process of recognition and perception of the written or printed material. In other
words, it understands of the meaning of the written material. It also includes
conscious strategies that lead to understanding. Therefore, the process of reading
deals with language form, while comprehension deals with language content where
meaning is one primary purpose for reading".

Koda (2005) confirmed that the reading comprehension is a vital component of the
academic areas for professional success and lifelong learning. The importance of
reading skills in academic contexts has led to considerable research a second
language reading. The ability to read academic texts regarded as one of the most
important skills that foreign language students need to achieve. The readers typically
make use of background knowledge, vocabulary, grammatical knowledge,
experience with a text and other strategies to help them understand a written text
(Pang et al., 2003)

1
There are also several skills related to English that ought to be improved and
developed. One of these is reflective thinking skills that can achieve many learning
impacts and benefits in learning English as a foreign language in general and
learning the reading skill in particular. Thus, reflective thinking is considered one of
the important skills that afford personal creativity, meaning, and criticism from
learning activities. Moreover, reflective thinking is regarded as a process of thinking
encompasses deep or high- level learning, which means engaging in critical thinking,
obtaining cognitive and metacognitive awareness, operating with sophisticated
conceptual thinking, and originating creative ideas to solve problems. In the same
context, (Hsieh & Chen, 2012) show that reflective thinking transforms and re-
digests acquired knowledge to solve problems and demonstrate personal creativity-
perhaps, highlighting personal values during knowledge acquisition and integration.

The study states that learning through reflective thinking in classrooms can be
accomplished by practicing on projects. That's why, Students whether individually or
in groups, can learn from solving case problems and participating in other activities
before, during and after the class (e.g., preview, review and discuss learning content)
to enhance the content quality of reflective thinking and then achieve the expected
learning outcomes. Similarly, (Chen, kinshuk, Wei & Liue, 2011) suggest that there
are other ways of learning through reflective thinking like teacher's knowledge and
practicing different teaching strategies which include completing reflection sheets,
writing a reflection diary, storytelling or debating openly.

There are many strategies that can contribute to developing reading and reflective
thinking skills. One of these is an advance organizer. It is a cognitive instructional
strategy used to promote the learning and retention of new information. An advance
organizer is information that is presented prior to learning and that can be used by the
learner to organize and interpret new incoming information (Mayer, 2003). Advance
organizers direct the learner to relevant prior experience and points forward to new
material. Advance organizers have three basic purposes in learning. Firstly, they
direct the learner to what is important in the coming lesson. Secondly, they highlight
relationships among ideas. Lastly, they remind learners of important information
they already have (Joyce & and Weil, 2004). This implies that advance organizers
activate the learners' curiosity to learn. This curiosity helps the pupils to concentrate
in order to grasp each and every detail, thereby connecting the various ideas in the
lesson to enhance understanding.

Thus, advance organizers are used to arouse interest in learners and improve
performance throughout relating new knowledge to prior knowledge that the pupils
have at the beginning of the lesson. This concurs with Crowell (2013), who asserts
that advance organizers help link prior knowledge to new knowledge, helps track
information and also reflect on the lesson. According to Hill and Fylnn (2013),
advance organizers activate prior knowledge and activate learners' curiosity and

2
interest in the lesson and as such meaningful learning is likely to take place. If
meaningful learning occurs, the learners will have acquired sufficient command of
English language in spoken and written forms.

In this study, the researcher focuses on the effectiveness of advance organizers on

developing reading comprehension and reflective thinking skills. Therefore, the
researcher uses many different types of advance organizers before presenting reading
comprehension passages. These advance organizers help the students to learn how to
construct their own knowledge and become active participants in their learning.
Finally, advance organizers are used as a bridge to help students link what they read
and reflected on from the reading comprehension passages to what they had already
known.

1.2 The need for the study

Reading comprehension is one of the most important skills that need to be fostered
by EFL teachers. It also takes a large portion of the content of the Palestinian English
curriculum. Reflective thinking is also important for improving reading
comprehension when coupled with advance organizers. So, it is important to activate
advance organizers strategy that seeks to enable learners to deal with more
sophisticated reading texts and tasks efficiently and skillfully while making use of
their reflective thinking skills.

1.3 Statement of the problem

Through the researcher's experience in the field of teaching English language, he has
found the students face great difficulties in the reading comprehension skills and
reflective thinking skills. This difficulty might be as a result of ineffective teaching
methods which effect their reading comprehension skills and reflective thinking
skills. Therefore, the researcher used advance organizers strategy to develop reading
comprehension skills and reflective thinking skills among tenth graders.

The study problem can be summarized in the following main question:

What is the effectiveness of advance organizers in developing reading

comprehension and reflective thinking skills among tenth graders?

1.4 Research questions

To answer the main question of this study, the researcher derives the following five
sub-questions:
1. What are the suitable reading comprehension skills that tenth graders need to develop?
2. What are the suitable reflective thinking skills that tenth graders need to develop?
3. To what extent do advance organizers contribute to developing reading comprehension
skills and reflective thinking skills among tenth graders?

3
 4. Are there statistically significant differences at (α≤0.05) in the reading comprehension
posttest mean scores of the experimental group taught by advance organizers and those
of the control one taught by the traditional method?
5. Are there statistically significant differences at (α≤0.05) in the reflective thinking
posttest mean scores of the experimental group taught by advance organizers and those
of the control one taught by the traditional method?

1.5 Research Hypothesis

The study hypotheses that the researcher tested are as follows:
1. There are no statistically significant differences at (α≤0.05) in the reading
comprehension posttest mean scores of the experimental group taught by advance
organizers and those of the control one taught by the traditional method.
2. There are no statistically significant differences at (α≤0.05) in the reflective thinking
posttest mean scores of the experimental group taught by advance organizers and
those of the control one taught by the traditional method.

1.6 Purposes of the study

The study seeks to fulfill the following objectives:
1. Identifying the reading comprehension and reflective thinking skills that are
appropriate to be improved by tenth graders.
2. Investigating the impact of advance organizers on developing reading comprehension
and reflective thinking skills among tenth graders.
3. Pinpointing the learning differences between the students taught by the traditional
way and those taught by advance organizers.

1.7 Significance of the study

The study is necessary due to the following:
1. The study provides the curriculum designers of English language with some visions
for advance organizers strategy that they can make use of when they design
curriculums.
2. The study can benefit English language supervisors by helping them to conduct
training courses for teachers of English to raise their awareness of the importance of
using advance organizers in developing reading comprehension skills and reflective
thinking skills.
3. The study can help tenth graders’ teachers to improve their performance through
using advance organizers in developing reading comprehension skills and reflective
thinking skills.

4
4. The study can help the tenth graders to enhance their knowledge through using
advance organizers.
5. The study can contribute to developing the process of teaching English in general
and the reading skill in particular.

1.8 Limitations of the study

The study was limited to the following:
1. This study was applied at Al- Haj Mohammed Al- Najar Secondary School for
Boys in the governmental schools in Khanyounis.
2. The study was carried out in the first term of the scholastic year (2017-2018)
3. This study was limited to the effect of advance organizers on developing reading
comprehension and reflective thinking skills among tenth graders.

1.9 Definitions of study operational terms

The following terms were operationally defined to provide clarity and understanding
of the study terms:
1. A advance organizers:
Advance organizers are instructional strategy that deals with pre-existing knowledge
structures stored in the mind and links them with the new knowledge leading to
meaningful learning. Advance organizers help the learners to recall and integrate
prior knowledge with the new information.
2. Reading comprehension:
Reading comprehension is a developmental process, which goes through several
stages starting from words and phrases to advance reading and communication
practice. Reading comprehension as the ability to read text, and understand its
meaning.
3. Reflective thinking:
Reflective thinking is a conscious mental process through which the student explores
and evaluates his/her prior experience and decisions in order to reach new
understanding, appreciations, solving problems, and judgments.

5
4. Effectiveness:
Effectiveness is the ability to be successful and produce the intended results.
Effectiveness is developing the learners' achievement level in English reading skills
and reflective thinking skills that may result from using advance organizers strategy.
5. Tenth graders:
The tenth graders are those who completed the ninth Grade successfully and were
promoted to the tenth grade at Al-Haj Mohammed Al-Najar Secondary School for
Boys and on whom the strategy of the research is going to be applied to test the
effectiveness of advance Organizers in developing reading comprehension skills and
reflective thinking skills.

6
 Chapter 2
Literature Review

7
 Chapter 2
Literature Review

This chapter divided into two main sections. The first section is the theoretical
framework that consists of three main parts. The first part outlines issues regarding
advance organizers, reading comprehension and reflective thinking. The second one
of this chapter will show some previous studies related to advance organizers,
reading comprehension and reflective thinking. The study review will involve a
summary of their purposes, samples, tools, findings, conclusions, recommendations,
and the researcher’s commentary on them.

First Section: Theoretical Framework

2.1 First Part: Advance Organizers

Effective teaching begins with advance organizers. The advance organizers are
necessary to relate what students already know with what they are about to learn.
Thus, these advance organisers contribute in correlating between what the learners
know and what is unknown or new to them. Advance organizers also assist learners
to realize, retrieve and recall new learning material and to help them mentally
manage it.

This study also demonstrates that advance organizers are used to facilitate learning
through permitting students to create a new schemata by activating relevant prior
knowledge for logically organized receiving of new material. The purpose of the
advance organizer is to connect meaningful materials to be learned to the already
current cognitive structure.

(Mayer, 2003) shows that an advance organizer is the knowledge introduced prior to
learning and that can be presented by the student to realize the update learning
knowledge. These organizers considered as abstraction, generality, and inclusiveness
learning. The researcher also adds that the material of organizers is used based on its
suitability for explaining, integrating, and interrelating the material they introduce.

The current study concludes that advance organizers are an instrument that
introduced to present the subject and clarify what the students are about to learn and
the knowledge they have previous learnt. Thus, they can have a large influence on
students’ progress and achievement through introducing the advance organizers,
especially when the subject requires them to receive, store, integrate, and recall new
knowledge. The researcher asserts that advance organizers give new ideas and
information as meaningful and efficient for the students. He adds that advance
organizers consist of three basic purposes: First, orientation learners' attention to
what is necessary in the next lesson. Second, they present relationships between

8
ideas and information that will be introduced. Third, they recall and integrate
learners of relevant knowledge that they already have.

2.1.1 Definition of advance organizers

There are different definitions for advance organizers including the following:

Mayer (2003) defines advance organizer as an intellectual learning strategy utilized

to improve the process of learning and retaining new data or it can be as the data
introduced already to learning and may be used by the student to organize and
interpret new incoming data.

Malek (2013: p. 46) shows that an advance organizer is a means of preparing the
student's cognitive structure for the learning experience. In addition, is a tool assists
learners to integrate new information with their current knowledge leading to
meaningful learning.

Moreover, ( Netnet, 2002) looks at the advance organizers from different angle. He
divides them into three main issues :
1- Organizational signals.
2- Tools that assist relate the known to the unknown.
3- Frameworks for assisting learners understand what they will be learning
Ausubel (1968) states that an advance organizer is appropriate, introductory
materials introduced in advance in any form of text, graphics, or hypermedia .He
adds that educators may use an advance organizer to introduce a framework for a
context. Ausubel's idea of an "advance organizer" is to correlate what a learner
already knows to the new material to be learnt.
The researcher defines advance organizers are considered as an instructional and
learning strategy that deals with current knowledge formats stored in the mentality
and closely related to prior primary learning activities to assist students remember
and include prior knowledge with the new one.

2.1.2 Importance of Advance Organizers

1. Advance organizers strategy, or “intellectual scaffolding” is an approach to
teaching that provides a structure with what the students will be going to learn in
that lesson.
2. Advance organizers give information in a presentational way and can come in
different forms, such as a written outline, clusters, and thinking maps. Using

9
 advance organizers is like giving a map to your students and letting them know,
“This is where we are going today!” By giving your students a map and
allowing them to be informed on where the lesson is headed, they will be more
open and prepared to receive the knowledge imparted upon them. In addition,
they will be able to participate and actively contribute to what is coming next in
the lesson.
3. Learning ceases to be a straight transfer of knowledge from a teacher to
students, but with effective advance organizers, learning becomes a journey that
the class embarks upon with the teacher. Both teacher and student are active
parties.
4. Learning is more meaningful if it is organized, and that organization gives more
meaning to inquiry.
5. Students that formulate their own questions are students engaged in learning and
moving forward in the process of discovery. Good teaching will more often not
leave the students with more questions than they had when they started.
6. Advance organizers help to facilitate organizing that knowledge into “sets and
hierarchies” and thus leading the class to a more meaningful discussion and
understanding.
7. An advance organizer is important to construct extended curriculum sequence or
lessons systematically.
8. The advance organizer can be presented to learn learning skills effectively and
skillfully (Weil, 2013).
The researcher believes that advance organizers are necessary to facilitate the
material because can give recapitulation of a new subject and clarify relates the
concepts and ideas to be learned. Advance organizers are also helping the
students to involve the new concepts into long-term memory. In addition,
advance organizers encourage learners to activate in the learning process and to
help whole class discussion about next information and concepts. Advance
organizers also enriched the students' perception of their classroom environment
through its various activities; therefore, it provided a student-centered learning
environment.

10
2.1.3 The purpose of advance organizers
The researcher strongly believes that the purpose of advance organizers is to identify
and include the material in the learning duty with the advance learnt activities.
The researcher summed the purposes of advance organizers as follows:
1. Advance organizers provide the learners with new organizational structures to
acquire of new information and concepts.
2. Advance organizers help students to focus on the main idea through expecting
important points in learning.
3. Advance organizers help the learner to retrieve and remember the relationships
between the different parts of the subject studied.
4. Advance organizers help the teacher to identify his information and use what is
better than teaching aids to communicate this information to his students.
5. Advance organizers develop the learners' ability to inference and induction to
understand relationships and link information to make meaningfull learning.

2.1.4 Types of advance organizers

There are various types of advance organizers as follows:
1- Expository advance organizers:
(Ni, Rohadi& Alfana, 2016, P.2) are defined expository advance organizers usually
help students to get a general idea of the lesson aim before it starts such as the
teachers write the goals on the chalkboard in the beginning of the lesson. They also
conclude that expository advance organizers provide the students with a conceptual
framework for unfamiliar material.
The researcher thinks that this kind provides a holistic format of concepts in which
the students can connect the new material. Expository advance organizers are also
necessary because they give effective scaffolding and constructivist for unknown
material.
2- Comparative organizers
The researcher states that comparative organizers are mostly utilized with the known
material. They are prepared to include new information with mainly the same
information appearing in the cognitive format. In addition, they are used to
distinguish between the old and new information in order not to allow confusion

11
caused by similarity. The researcher concludes that comparative advance organizers
are used when the knowledge to be acquired is relatively familiar to the student.
3- Narrative advance organizers
The researcher demonstrates that narrative advance organizers include storytelling.
At the beginning of the lesson, the teacher may presents amusing story that relates to
important concepts and facts in the lesson: "I’m going to tell you a story about a
Mohammad the honest who begins his life as a seller of sweets. Then he became a
big star. What do you think who is it? And how much money does he have? He is
Mohammad Al-Rajihi.
4- Skimming
Skimming is another kind of advance organizers. The students research in the text to
get a general idea and highlighted information.
5- Graphic organizers
Graphic organizers are a visual map or diagram that can be used for learners to
enrich learning and understanding of the lesson.

Figure (2.1): example of a concept map using only graphics (Albany.edu).

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 6- KWL charts
The researcher thinks that KWL charts are a known form of advance organizer.
Before a lesson begins, students may be asked to divide a page into three columns.
Then they use the first column to write what they know about the subject matter
(K). In the second column, they add what they want to know about the subject
matter (W). In addition, after the lesson, they write what they have learned (L) in the
third column. Creating a KWL chart makes students think about what they already
know. That makes them feel more comfortable with the new material they are
learning. As a result, their interest and focus may increase.

Figure (2.2): example of what a KWL chart looks like (Albany.edu).

7- Analogies
Analogies are a type of advance organizers that compare of two objects that are
alike in some way. The researcher has shown that it helps students to realize that
a new topic relates to something familiar.

2.1.5 Syntax of an advance organizer

Malek (2013) demonstrates that syntax of advance organizers goes through the
following steps:
 The teacher introduces the material in a top-down, or deductive manner through
using various activities and techniques.
 The teacher designs the activities to provide the clarity and effective of the new
material.

13
  The students should operate on the material as they receive it by relating it with
new learning material to personal experience and to their existing cognitive
structure and by taking a critical stance towards knowledge.
 After that, students try to collect the data through presenting questions to clarify
ideas, add new cultural characteristics from information they found that does not
fit the categories, make comparisons across groups, and implement them to new
groups.
 Alternatively, the teacher could introduce data about a couple of examples to
improve the ideas further. In either case, the students now have an overall picture
of culture that can help them organize information about new groups as they
encounter them
 Advance organizers go through three stages, including the following:

a. Phase one (involves presentation of the advance organizer)

o The teacher presents the aims in the beginning of the lesson.
o The teacher shows the advance organizer
o The teacher introduces appropriate knowledge and relates them with the new
knowledge.
b. Phase two (includes making links to/from the organizer)
o The teacher shows the learning material through various activities and techniques.
o The teacher makes the learning material clear to learners.
c. Phase three (strengthening the cognitive organization)
o Integrative reconciliation and effective reception learning (e.g. the teacher can ask
students to make summaries, and to link new examples with the organizer).
o choose a critical approach to the subject matter (have students think about
contradictions or implicit inferences in the learning material or prior knowledge)
o Advance organizers increase the necessary support for learners either to acquire new
and unfamiliar material or to integrate new ideas into relatively familiar ideas.
Finally, advance organizers can be used in technology would be researching the
topics and disciplines that guide instructional activities and that are being introduced
and framed by the organizer. As result, the kinds of advance organizers can be
employed through different technology networks and programs that help the students
to remember the prior information and link it to the new information.

14
-The researcher concludes that advance organizers have three phases of activity to
facilitate the lesson and provide concepts and information to the students directly.
First phase is the presentation of the advance organizers; Second phase is the
presentation of the learning duty or learning material; Third phase is the
strengthening of cognitive organization. Therefore, the third phase examines the
relationship of the learning material to existing ideas and information to realize about
an active learning process. Finally, there are many qualities of the advance
organizers that the teacher must adhere to when presented to these organizers such as
authenticity, clarity and perfection of meaning, the influence, the brevity, and
inclusiveness.

2.2 Second Part: Reading comprehension skills

Reading is very important to everyone, especially to students who want to excel
academically. This owes to the fact that every text demanded reading for its
content to be accessed.
Agwau (2011) indicates that educational progress is facilitated by the student
capability to read and realise texts.
Mousavi (2012, p. 604) considers reading as the "ability to realise the thoughts
and feelings of others through the medium of written texts". A reader is probably
unaware of the strategies she/he is using while reading. Reading needs effort and
paying attention to reread and reflect. Thus, sometimes when a passage is not
clear, a reader may stop, think about it and then read on to see how
understanding grows. This process has been described as "extracting and
constructing meaning through interaction and involvement with written
language" (Duke, 2003, p. 11)
The researcher concludes that reading comprehension is a basic skill to the
students. So, the students become through practicing the reading texts they have
the ability to organize, monitor, skim, scan, and evaluate their own
comprehension by constantly questioning and reacting to the texts.
The researcher adds that the fundamental phases of reading such as word
recognition, phonetics, and fluency can be mastered through practicing the
reading process.

15
In this study, the researcher correlated advance organizers with reading
comprehension skills to help students combine their previous knowledge with the
text and constructing meaning through the traditional reading skills of skimming,
scanning, skipping unknown words, contextual guessing, predicting the content,
making inferences, and identifying main ideas. The study also attempted to help
students exceed these traditional skills to the more demanding cognitive skills
such as activating or developing adequate prior knowledge and identifying text
structure. That is why reading demands understanding or comprehending the
meaning of text. Readers must develop certain reading skills that will help them
comprehend what they read and use this as an aid to reading. The researcher
demonstrates that comprehension skills are the ability to use context and prior
knowledge to aid reading and to make sense of what one reads.

2.2.1 Definition of reading comprehension:

The study shows that reading comprehension is the process of making meaning
from text. The goal, therefore, is to acquire an overall understanding of what is
described in the text rather than to obtain meaning from separated words or
sentences. That’s why, learners improve mental models, or representations of the
meaning of the text ideas during the reading process.
Anderson (2011) explains that reading is not a passive but rather an active
process, involving the reader in a continuous interaction with the text. Reading is
further extended in meaning seeking, information processing (how language and
thought interact) as well as the sociolinguistic aspects (language operating in a
social context including writers as readers).
Similarly, Udosen and Ukpak (2005) show that reading is getting meaning from
a text or from symbols that represent the spoken language. Reading, therefore, is
interacting with the language that has been coded into print.
Maduabuchi (2005) describes reading as "a process and not a product" which
characterizes an ongoing activity that starts long before the child gets to school
and continues to develop through life. Reading involves learning and it equally
integrates the individual's linguistic knowledge and can be positively or
negatively influenced by non-linguistic internal or external variables. Richards

16
and Schmidt (2002, p. 443) define reading as "perceiving a written text in order
to understand its contents". This understanding is called reading comprehension.
The researcher operationally defines reading comprehension as the interactive
process that happens before, during and after a person reads a particular piece of
writing and goes through many stages beginning from words and phrases to
advance reading and communication practice.

2.2.2 Importance of Reading

The researcher sees that reading comprehension plays an extremely vital role in
any language that people should acquire, as it is the tool of communication,
enjoyment and pleasure. In addition, it has a social value where the human
cultural and social heritage move from one generation to another and from
one person to another through written text. Thus, Reading comprehension is
necessary in the daily life such as understanding and involving with current
events introduced in written forms like news and reports.
 Budir and Sadiq ( 2002) confirms that reading comprehension helps the
students to obtain various experiences and information and values for
learners.
 In addition, Swihart (2009) sees that reading comprehension improves
critical thinking and provides learners' ability to concentrate, and to increase
happiness and efficiency in the reading process.
 In a similar context, Badr El-Deen (2009) includes that reading
comprehension is a necessary skill in our lives. In addition, it helps
them progress in other academic areas.
 Mosa (2010) asserts that reading comprehension provides the students with
value, information, different skills, and good manner.
 Furthermore, Delia (2011) shows that reading comprehension helps the
students to acquire knowledge. In addition, the students can learn
through the reading comprehension various language aspects (writing,
speaking, vocabulary, grammar). The main aims of reading are to
improve appreciation and concerns, and to find solutions to their
problems

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  Thus, the researcher sees that the reading comprehension helps the
students to enrich their attitudes, and improve a critical and creative
cognition.
 Furthermore, reading is the basic source of language learning outside the
classroom. It considers a skill demands special and different practice. The
reading process presented gradually from the word, the sentence with the
simplified structure, and the more complex sentence of the vocabulary.
 The researcher adds that reading comprehension provides the
pleasure and motivation of reading. Therefore, it introduces advance
organizers strategy to build reading comprehension skills through link
the previous information with the current knowledge, introduce the
structure visually, and arrange comprehension and retelling according
to the structure of the text.
 Finally, the researcher confirms that reading comprehension is
necessary for learners' success. It considers as a part of every material
that introduced to the students.

2.2.3 Reading Comprehension skills:

The researcher has summarized the reading comprehension skills as the
following:
1. Vocabulary in context.
The students learn a set of skills such as unknown vocabulary, guessing
meaning of a word, synonyms, and opposites.
2. General sense of the sentence or passage
The students guess the meaning of unfamiliar word.
3. Inference:
The students improve the ideas and information through writing process.
4. Main idea:
It is the main point in the passage.
5. Translation:
They help the learner moving from one idea to another.

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6. Argument:
The teacher introduces to the students logical debates where each learner
advances and supports a point of view about a certain topic.
7. Phonological awareness:
The students should know the phonemes used in a language to hear and
produce isolated phonemes.
8. Decoding:
Decoding refers to the process of transferring a word into a sound.
9. Meaning access:
Readers usually benefit from their knowledge of semantics and syntax in
trying to understand words found in text.
10. Sentence integration:
It involves fitting the words together into a consistent sentence structure.
11. Using prior knowledge:
The students' prior knowledge about the topic of a paragraph effects what
they can recall from theparagraph.
12. Metacognitive knowledge:
Metacognition involves knowledge and awareness of one's own cognitive
processes. It linked to an awareness of whether you understand what you
are reading.
The researcher used reading comprehension skills in the reading
comprehension test that presented to the students. Therefore, it was
concentrated on developing these skills through the various activities
of advance organizers strategy. Finally, these skills are particularly
necessary for comprehending and mastering that helps the students in
the reading process.

2.2.4 How to improve Reading Comprehension skills:

Iduma (2014:164) introduces various ways to improve reading comprehension
skills that can be concluded as follows.
1. The students need to learn how to decode the words appropriately.

19
 2. The students should improve vocabulary to improve reading
comprehension.
3. The student should practice the extensive reading.
The researcher finds that decoding, vocabulary, and extensive reading enhance
efficiency in the reading process for the students, so the students become more
proficient in reading texts.

2.2.5 Levels of comprehension:

The study reflects that reading is a thinking process. It shows also that this process
involves getting meaning from the printed word or symbol. It is also expected that
readers will be able to read at various levels of meaning or comprehension. That
means different understanding and different analysis of what is meant.
According to Reid (1981:457) reading comprehension is divided into four levels of
skills: literal, interpretive, critical and creative. These four levels correlate with the
classes of cognitive (intellectual) behaviors and also other thinking skills.
Level one: Literal level
In this level, the teachers ask students to read a text in order to find some dates or
facts such as the main idea, stated facts, characters in the paragraph, and the
sequence of events.
Level two: The interpretive level
In this level, the learners are trying to comprehend what the author meant by what
he said in textbook such as generalization, cause and effect prediction, future
predictions, and an understand main idea.

1. Level three: The applied level

This level indicates to extend (apply) the concepts or ideas beyond the situation. In
this level, students are analyzing or synthesizing information and applying it to
other information.

2. Level four: Critical levels

The researcher shows that at this level, the students learn to assess and judge the
information and the writer's use of language for guiding the reader's interpretation;
noting evidence of the writer's bias, his qualifications and his point of view.

20
3. Level five: Creative levels

This level states according to this study that it needs the reader's engagement with
the information presented as he uses it to shape or process ideas of his own. The
question of this level might consist of open-ended ones which require the reader to
include his own knowledge, view and value.
In the light of what above mentioned about levels of reading comprehension skills
the researcher introduced the levels of comprehension into four main levels, under
each main level; there is a list of sub reading comprehension skills.
1. The literal level "Read and understand exactly what is on the page"

The sub-skills which refer to the literal level are:

 Identifying components and format of personal letters.
 Skimming for gist or general impression of text or graphics.
 Scanning for specific information from texts and realia (schedule, calendar
ads, menu, travel information and tickets).
 Developing awareness about synonyms and antonyms.
 Improving awareness of semantic fields (word mapping)
2. The interpretive level "Read between the lines"

The sub-skills which refer to the interpretive level are:

 Interpret information presented in diagrammatic display.
 Deduce meaning of unfamiliar words from context
 Read familiar material with correct pronunciation and intonation.
 Summarize reading text.
 Distinguish main idea from supporting details.

3. The critical level "Read beyond the lines"

The sub-skills which refer to the critical level are:

 Distinguishing fact from opinion.
 Answering factual, inferential, judgment or evaluation question.
 Recognizing rhetorical markers and their functions.
 Using illustrations, graphs, and titles from the text to make inferences.
 Constructing an image of what is read by writing and drawing.

21
4. The creative level "Read beyond the lines and create new ideas"

The sub-skills which indicate the creative level are:

 Generating questions about reading text.
 Inferring mood and author's attitude or tone.
 Making predictions about reading text.
 Drawing new titles for the text.
 Speculating about the text.

2.2.6 Strategies of reading

The researcher considers that reading comprehension strategies are collection of
steps students can use to give sense of text. Reading strategy assists the learners to
become purposeful, effective readers who are in control of their own reading
comprehension. Therefore, it achieved through cooperative learning, which includes
learners working together as partners or in small groups on clearly duties. The
researcher adds that reading strategies assist learners retain engaged and think about
what they are reading. Also, reading strategies demands learners to retain effective
with reading a passage, which leads to them being able to understand a text on a
deeper level.
The study shows that reading strategies are a sequence of methods chosen by the
readers so that they can accomplish success in reading. Moreover, A reading
comprehension strategy is defined by a cognitive or behavioral action with the
aim of improving some aspect of comprehension.

Classification of reading strategies:

Tankersley (2003, p. 95) demonstrates that reading comprehension strategies are
classified as:
1. Pre-reading comprehension strategies:
Pre-reading strategies are based on student's using previous knowledge and
guessing the content of the text that she/he is going to read where the aim is to
make links among old and new knowledge, present new vocabulary, or examine
the material in detail, make expectations and help readers set a focus for
reading. They include:

22
a. Predicting:
Predicting refers to the use of prior knowledge about a subject, and mixes it
with the new information in the text, i.e. readers use what they know before, and
relate it to the material at hand. In other words, before reading any passage,
readers usually ask themselves what they already know about the time they read
the text (May, 2010, p. 17).
b. Setting a Purpose:
Reading is an activity that has a purpose, Whether someone is reading for
enjoyment, to obtain factual knowledge, or to learn skills such as how to analyze
poetry, being aware of the purpose for reading is an essential first step (Harris
and Graham, 2007, p. 104).
c. Skimming:
Skimming is a method of quickly moving the eyes over text with the purpose
of getting only the main ideas and a general overview of the content. (Kartika,
2012, p. 2).
d. Scanning:
Scanning, on the other hand, is a reading technique in which readers rapidly
move their eyes to find specific information. (May, 2005, p. 17-18)

2. During-reading comprehension strategies:

During- reading strategies are used aiming to deduce the main idea and
important details of the text. In addition, during-reading strategies make
unconscious processes more explicit and show the interactive nature of reading
(Bolukbas,p. 2013:2148). These include the following:
a. Inferences:
This study states that drawing inferences is a process of forming best guesses
based on the use of background knowledge and clues within a text. It requires
interacting with the words in a sentence, and among sentences and that is why, it
is sometimes called "reading between the lines".
May (2010:18-19) suggests that inferencing includes such sub-skills as:
(1) Pronouncing references (knowing what a pronoun in a sentence refers back to)
(2) Forming hypotheses about what is coming next.
(3) Guessing the meanings of unknown words or phrases.

23
(4) Knowing the exact connotations of words as they are used in particular
contexts.
(5) Understanding relationships of events mentioned at different times in a text.
(6) Drawing upon background knowledge in order to fill in gaps within a text.
b. Visualizing:
Brassell and Rasinski (2008, p. 85) explain that visualizing means forming
sensory and emotional images of textual contents, especially visual images.
Students create images while reading because they are actively engaged. A
variety of visualization strategies exist, including drawing pictures (i.e. a reader
draws pictures of images created in his or her mind while reading), skits (i.e.
reader dramatizes story), mind maps (i.e. using a picture of mind, a reader writes
and draws thoughts from reading.
c. Comprehension Monitoring:
In order for students to monitor their own comprehension, they need to learn to
recognize the difference between understanding and not understanding the text.
Students must be taught to monitor their own comprehension as they read.
(Tankersley, 2003, p. 102).
d. Fixing up strategies:
When the reader is no longer making connections as he/she reads, he/she should
start to suspect that he/she has lost the thread of meaning. Texts quickly become
boring when the reader fails to make text to self, text-to-text, or text-to-world
connections. The reader who can no longer visualize information presented in
the text has lost comprehension. These strategies include: re-reading, stopping
to think, asking someone's help, and figuring out unknown words (Moreillion,
2007, p. 114-117).
e. Making Connections:
Making connections means using what is known to enrich authors' meanings;
taking what has been learned from one's own life experiences, other texts, and
cultural and global matters to deepen understandings of what the author
presents, otherwise known as "reading beyond the lines" (Moore, 2008, p.12).

24
 f. Paraphrasing:
Graham and Harrris (2007, p. 118) show that the paraphrasing strategy is very
effective to be used while reading, for it assists readers to focus on the text
being read. This can be done by making the students read the paragraph and
think about what it means while reading. Then, they ask themselves to identify
the main idea of the paragraph.
h. Use of Graphic Organizers:
Graphic organizers are visuals that help students organize concepts and ideas.
They aid in the development of knowledge of text structure. They also help in
the summarization of text, as well as the visual representation of information.
These include flow, tree, diagrams, compare/contrast maps, and matrices
(Donoghue, 2009, p. 179).

3. Post-reading Strategies:
Post-reading strategies give the opportunity to evaluate whether the text has
been understood or, in other words, to what extent the aims of reading have
been realized (Bolukbas: 2013, p. 2148). They include the following:
a. Determining Important Ideas:
Determining important ideas means identifying necessary ideas and information.
This is the ability to isolate the wheat from the chaff in text (McIntyre, 2011, p.
127). Moore (2008, p. 14) believes that once readers have read something, they
should review what they have learned by asking certain questions.
b. Checking for Fulfillment of the Purpose of reading:
Readers usually give question at the end of reading whether their previously set
aims are achieved. Questions like "Were questions answered? Was the author's
presentation appropriate? Does the reader need or desire to read or learn more or
search further for information?" can be adequate to check the fulfillment of their
purposes (Blachowicz, 2008. p. 34).
c. Summarizing and Synthesizing:
The study shows that understanding what one reads can probably best be
determined by how well and accurately one states a main idea and summarizes
understanding.

25
2.3 The Third section: Reflective thinking skills
The study demonstrates that students who think reflectively become aware of and
control their learning by actively accessing what they know, what they need to know
and how they bridge that gap. It also states that reflective thinking is very important
to act as a means of prompting the thinker during problem solving situations because
it provides an opportunity to return back and think of the best strategies to achieve
aims.
Thus, the researcher considers that reflection is an essential part of students'
development within experiential-learning context.
Furthermore, the study shows that reflection is a form of mental process that we use
to achieve a goal or to accomplish some expected findings. It is applied to obtain a
better understanding of complicated or unstructured ideas and is largely based on the
reprocessing of knowledge, understanding and emotions that we already have.
The researcher considers that the reflective thinking the basis of every thought. In
addition, it is a form of thinking that depends objectivity in facing the problems that
explain phenomena and events.
In sum, the study shows that reflective thinking concentrates on producing ways,
which will lead to production of new knowledge and experiences in the context of
previous knowledge and development of alternative ways.

2.3.1. The definition of reflective thinking skills:

The study demonstrates that reflective thinking is the process of logical decisions on
educational topics, then evaluating the effects of those decisions.
According to Fischer and Pruyne (2003) reflective thinking is a complex form of
cognition exclusively associated with adult development.
The researcher defines reflective thinking as a conscious mental process through
which the student explores and evaluates his/her prior experience and decisions in
order to reach new understanding, appreciations, solving problems, and judgments.

26
 2.3.2. Characteristics of activities that develop the reflective thinking:

The researcher shows some characteristics that can develop reflective thinking.

 The teacher provides enough wait-time for students to reflect in the learning tasks.
 The teacher provides effectively environment in the classroom.
 The teacher prompts the reviews of the learning situations, what is known, what is
not yet known, and what has been learned.
 The teacher provides authentic duties involving ill-structured information to activate
reflective thinking during learning activities.
 The teacher improves learners' reflection by asking questions that aim causes and
evidence.
 The teacher increases some explanations to guide learners' thought processes.
 The teacher increases social-learning environments through peer group work and
small group activities.
 The teacher provides reflective journal to write down students' positions, give
reasons to support what they think, show awareness of opposing positions and the
weaknesses of their own positions.
 The researcher added that the learner could benefit various qualities from the
reflective thinking including: the learner is able to create meanings and ideas and
develop his thinking according to his abilities; he organizes his knowledge in a way
that reflects his ability to think and integrate new experiences. Finally, the learner is
able to generating ideas and thinking in an abstract way.

2.3.3. The importance of reflective thinking:

The researcher thinks that reflective thinking is very important because it assists
apply new knowledge to the complicated situations of daily activities and also
throughout learners' future life. Reflective thinking also helps learners to develop
higher order thinking skills by prompting them to relate new knowledge to prior
understanding, and understand their own thinking and learning strategies. The
researcher summed the importance of reflective thinking in the following points:

1. The reflective thinking helps learners on developing strategies to implement new

knowledge in daily exercises.

27
2. The reflective thinking helps learners to improve higher order thinking skills.
3. The reflective thinking helps the learners in their transition from one stage of
development to another through change in intellectual, emotional, social and physical
development.
4. The reflective thinking helps the learners to modify their understanding based on
new information and experiences and transfer their learning to other situations.
5. The reflective thinking helps the learners to identify the ways that build the
knowledge they need to solve the problem.
6. The reflective thinking helps the learners to improve their learning progress.
7. The reflective thinking contributes to the development of a sense of responsibility
and creative mind.
8. The reflective thinking increases the sense of self-confidence to face school and life
tasks.
The researcher concluded that reflective thinking is one of the important types of
thinking that makes the learner always plan and evaluate his technique in the
processes and steps that he follows to make the suitable decision. In addition, the
reflective thinking depends on how to face the problems and change the phenomena
and events. Thus, the person who thinks reflectively thinking has the ability to
recognize relationships, information, and the ability to solve problems.

2.3.4 Reflective thinking skills:

Kember (2000) explains that reflective thinking in four skills as Habitual

Action, Understanding, Reflection, and Critical Reflection.
a. Habitual Actions:
Habitual actions are actions and activities learned before and mastered
through frequent use.
b. Understanding:
It describes understanding as a thoughtful action that makes use of existing
knowledge, without trying to appraise that knowledge, so learning remains
within pre-existing meaning schemes and perspectives.

28
 c. Reflection:
Reflection involves the critique of assumptions about the content or process
of problem solving.
d. Critical Reflection:
This is a higher-level reflective thinking. In this level, learners become aware
of why he/she perceive, think, feel, or act.

2.3.6. Developing reflective thinking:

The researcher demonstrates that the basic thinking skills and a supportive
environment are necessary for transferring the reflective thinking into education. In
order to develop this style of thinking, it is necessary to use imagination, group
discussions, analyzing and developing teaching programs that should include some
methods which can be used to develop reflective thinking skills. These methods are
explained:
1. Writing learning texts
The study shows that learning texts are known as reflective writing. They are
materials in which an individual saves his/her personal reaction, questions, feelings,
changing views, thoughts, and information about the learning process and content. In
these writings, experiences cannot only be described but explanation, analysis and
reflections are also included. Students gain the ability to reflect because they think of
the learning process while they are writing learning texts. Moreover, students learn
more effectively in this process. Teachers can get feedback from students learning
texts. Teachers can plan activities related to process more accurately. Like students,
teachers can make reflections by writing texts related to own practices, and they can
develop themselves by this way.
2. Keeping reflective diary:
The researcher states that students' keeping reflective diary about processes of
practice plays an important role in their reflective thinking. Through reflective
diaries, students make reflection about their own learning processes by establishing a
relationship between theory and practice at a higher level. The main purpose of using
reflective diaries in education is to help students to gain awareness about what, how,
why they do it and to develop useful problem-solving strategies. Thus, students will

29
 be aware of their strengths and weaknesses in the field of theoretical knowledge and
practice.
The effects of keeping diaries about reflective thinking on pre-service teachers are as
follows:
 Being motivated about starting to think questions and new issues,
 Helping to streamline thoughts,
 Having the chance to review learning material later.
 Being able to see changes in emotion and behavior,
 Preventing to repeat the same mistakes,
 Better self-monitoring.
A pre-service teacher who gets these skills, just like the students, will make
reflection and evaluation about his/her teaching practice and he/she will plan to
develop these practices and to overcome deficiencies of practices. Teachers' keeping
reflective diaries regularly will also help them to follow their own developments.
3. Preparing portfolio:
The study state that preparing portfolio is one of the tools to improve
reflective thinking skills. A portfolio is primarily created by the students and allows
them to select, to examine, to make reflections on completed projects and to review
the old products. A portfolio includes knowledge which is meaningful for only the
student and helps to plan his/her current and future requirements; it is collected to
demonstrate the student's progress towards his/her development goals. Through
portfolios, students can evaluate their practices and develop their reflective thinking
skills by questioning their practices.
4. Constructing concept maps:
The study explains that the concept map is a visual design which exposes
events, facts, ideas and explains relationships between them. The concept maps aim
to establish relationships between concepts in the form of suggestions. While
concepts are taught with visual ways by concept maps, the level of learning concepts
can also be used for learning purposes. Concept maps prepared by students are also
important in the evaluation process. Students must have knowledge about the subject
to prepare a concept map.

30
 Concept maps are taught to students at every stage of the educational process.
These maps increase their ability to design and to express thoughts. In terms of
reflective thinking, while preparing a concept map, students determine the key
concepts first and then they list the important concepts by sorting from general to
specific and show relations between concepts. Thus, students gain insight about their
own learning by focusing on the relationships between concepts and make queries
about how to learn these concepts.
5. Asking Question:
The researcher demonstrates that asking question has a very important role in
the development of thinking skills. Open-ended questions posed to the students at the
teaching process will increase their awareness. Higher-order thinking questions of
students and teachers develop reflective thinking. Questions developing reflective
thinking should be prepared before the course. Different questions for different
purposes should be chosen and they should be prepared at different cognitive stages.
In short, the activity of asking questions should be carried out in a conscious way.
Teachers stimulate students' reflective thinking by asking questions such as the
following:
 How did you carry out/do this task?
 What were you thinking of when you did it?
 Why did you choose this approach/ method, etc.?
 Can you explain all the steps you followed in this task?
 What kind of changes would do you make if you did it again? Why?
6. Self-questioning:
Thus, Students evaluate the process with questions, which they ask themselves along
their learning process. By these questions, students decide what, when, why and how
they have learned and will learn, and also complete their deficiencies. Primarily a
teacher should be a model for students by using the strategy of self-questioning aloud
at the activities.
The following are examples of questions which students can ask themselves:
 What do I know about this subject?
 What do I need to learn about this subject?
 How much time will this subject take?

31
  What should I do about the subject later?
 Could I learn all the knowledge which I need of this subject?
 Could I achieve my learning goals about this subject?
7. Joining reflective discussions:
Reflective discussions are seen as a beneficial activity which students are aware of
similarities and differences in their practices. In classroom discussions, students'
constructive criticism about each other's practices will gird for correcting their errors
and consolidating right activities. In these discussions, providing an environment
which develops to reflect and creating an atmosphere in which students can talk
comfortably without trial of their applications will facilitate that they behave
sincerely. In other words, they make higher level of reflections. For this purpose,
large group discussion techniques, circle discussion technique and inner-outer circle
activities can be used.
8. Negotiated learning:
This study also shows that negotiated learning is students' participation in
decisions related to the learning process. The students involved in this process are
more effective in the learning process. Agreements can be done with the whole class
of groups. Signing an agreement is an example of negotiated learning. Learning
contracts play a role in students' responsibility for their own learning.
Negotiated learning can be applied as individual and group. Applied as
individual, a learning contract can be used as a tool for supporting negotiated
learning. Diverse learning needs of different students can be specified at learning
contract. When students practice their contracts, they study at different speeds, levels
and tasks on common goals, and develop their learning and thinking skills.

Table (2.1): Negotiated learning. Learning Contract

Group
Learning Achievement Student inventions
Acquisition Topic: or
Features Standard and suggestions
Student
1
2

32
9. Self-evaluation:
In order to develop reflective thinking, students should evaluate their friends and
themselves within the process and at the end of process. Students develop and
motivate themselves with this process. A student having self-evaluation skills will
play an active role in the process of his/her own learning. He/ She will have a critical
perspective on his/her own learning and will gain responsibility about his/her
development (Sunbul & Kurnaz, 2016, p.168-170).

33
Section II: An Overview of Related Previous studies

This section provided with the previous studies, which related to the present study,
which entitled as "The effectiveness of advance organizers in developing reading
comprehension and reflective thinking skills among tenth graders". The researcher
divided these studies into three parts. The first relates to advance organizers, while
the second parts talk about reading comprehension skills, and the third part tackles
with reflective thinking skills.

The first part: studies related to advance organizers.

1. Muiruri, Wambugu & Wamukuru (2016).

The aim of this study was to investigate the impact of advance organizers on
achievement in poetry. The researchers used quasi-experimental method to achieve
the aim of study. The sample of the study consisted of (160) students at Nakuru
North Sub-county primary schools in Kenya. The researchers designed and applied
an achievement test (pre and posttest) and they used ANOVA to analyze data and to
achieve the purpose of his study. The study results confirmed that pupils who were
taught using advance organizers presented significant development in poetry. The
researchers recommend the use of advance organizers in the learning of poetry in
English Language.

2. Rohadi, Ni & Alfanan (2016).

The aim of this study was to investigate the effectiveness of using advance
organizer as a cognitive instructional strategy to promote the learning and retention
of new information. The researchers used the experimental method to fulfill the aim
of the study. The researchers designed and applied achievement test (pre and
posttest) to achieve the purpose of their study. The sample of this study consisted of
two groups, control and experimental, of randomly chosen students. The study results
indicated that there are statistically significant differences in favor of the
experimental group.

34
3. Ayoobi& Hashamdar (2015).
The aim of this study was to investigate the effect of comparative advance
organizers on Iranian EFL learners' essay writing ability. The study sample
consisted of 60 Iranian EFL learners. The researchers designed and applied an
achievement test (pre and posttest) to achieve the purpose of his study. The
learners randomly divided into two equal groups of experimental group and
control group and their writing ability assessed at the beginning of the study. The
results indicated that there is a significant difference between the pre-test and
post-test results in favor of the experimental group who had received comparative
advance organizers significantly improved Iranian EFL learners' writing ability.

4. Liu and Chuang (2014).

This study aimed to investigate how using different forms (oral

narration/onscreen text) of advance organizers with different formats (oral
narration/onscreen text) of learning content affected third graders’ learning on
heat transfer concepts. The researchers used the experimental approach to achieve
the aim of this study. The sample of this study consisted of two groups, control
and experimental, of randomly chosen students. The researchers designed and
applied a pre-posttest to achieve the aim of his study. The study results assured
that the forms of advance organizers that there was a significant interaction with
the format of learning content on learner posttest performance and achievement.

5. Mallick (2014).

This study pointed out advance organizer model is more effective when the
learner lacks prior knowledge transfer. The sample of the study consisted of (60)
students among nine graders. The researcher applied Intelligence test. The
students were divided into two groups (30 students in each group) based on
intelligence test score. The study results confirmed that learners exposed to
Advance Organizer model possessed higher score than the learners taught through
traditional method in social science.

35
6. Agnihotri & Sharma (2013).
The aim of this study study was to investigate the effectiveness the model of
teaching are one of the innovations focused to enhance the quality of educational
processes. The researchers used the experimental method to fulfill the aims of this
study. The researchers applied achievement test (pre and posttest) based on
selected units of Bachelor of Education and course of Educational Technology to
fulfill the purpose of his study. The study results assured that the instructional
material was effective in increasing the achievement in educational technology of
Bachelor of Education Students.

7. Mshenga (2013).
The aim of this study was to investigate the effects of advance organizers on
students' achievement, perception and attitude towards narratives in literature in
English among secondary schools in Kilifi district, Kenya. The population of this
study consisted of all form two learners countrywide while the accessible
population was all the form two learners in Kilifi. The researcher collected the
data through using the Narrative Achievement Test the Student's Attitude
Questionnaire and the Student Perception Questionnaire. The study results assured
that the use of advance organizers caused an improvement of students' mean
scores. The researcher recommend for teachers of English and Literature as a
complement to regular teaching methods. The Kenya Institute of Education should
organize seminars, workshops and refresher courses for English and Literature in
English teachers based on the use of advance organizers.

8. Eissa (2012).

This study aimed to investigate the effect of using advance graphic organizers on
academic achievement, self-efficacy, and motivation to learn social studies in
learning disabled second year prep students. The researcher used the experimental
method to fulfill the aims of this study. The researcher designed and applied
achievement test (pre and posttest) to achieve the purpose of his study. The study
results that the effectiveness of the program employed in improving academic
achievement, self-efficacy, and motivation to learn social studies in the target
students.

36
9. Mohammadi, Moenikia& Babelan (2010).

This study aimed at investigating the role of advance organizer on English

language learning as a second language. The study sample consisted of (65) subjects
(two classes) were selected as experimental group and (76) subjects (two classes)
were selected as control group via random sampling from 31000 students of Ardabil
city high schools. The implementation took place in the first term of scholastic year
(2008-2009). The researcher used quasi-experimental method to fulfill the aims of
this study. The researcher applied achievement test (pre and posttest) to achieve the
purpose of his study. The study results assured that advance organizers promote
English language learning as a second language significantly.

10. Al-Zaghool& Shatnawi (2004).

The study aimed at investigating the effect of using the advance organizer in
facilitating learning and retention of science subject within the tenth grade female
students. The study sample consisted of (78) female students from the Arwa Bent
Abdelmutalib School in Al- Karak educational District. The implementation took
place in the first term of scholastic year (2001/2002). The researcher used the
experimental method to achieve the aims of this study. The researchers designed
and applied achievement test (pre and posttest) to achieve the purpose of his study.
The study results assured that there was no significant difference in the immediate
achievement among the groups due to using the advance organizer, but a difference
was found at the delayed achievement.

The second part: studies related to reading comprehension skills.

1. Cer & Sahin (2016).

The aim of this study was to investigate the effect of metacognitive strategy in
improving reading comprehension skills through children's literature of literary
quality. The researchers used a quasi-experimental method to fulfill the aims of
this study. The sample study consisted of (65) students in which they divided
equally into two groups, experimental and control from a private secondary school
in a city located Middle Black Sea region of Turkey. The researchers designed and
applied two tools (achievement test and One Way Anova) to achieve the purpose of
his study. The study results are: there was a significant difference of between the

37
experimental and the control group in reading comprehension skills in favor of the
experimental group, and there was a significant difference between the pre-test and
post-test in the experimental group in favor of the post test.

2. Abdul-Majeed & Muhammad(2015).

The aim of this study was to investigate the effect of using scaffolding strategies
on EFL students' achievement in reading comprehension. The researchers used the
experimental method to achieve the aims of this study. The sample of the study
consisted of (22) students in which they divided equally into two groups,
experimental and control from College of Education for Women/ Department of
English. The implementation took place in the first term of scholastic year (2013-
2014). The researchers designed and applied achievement test (pre and posttest) to
achieve the purpose of his study. Results indicated that there is a statistically
significant difference in favour of the experimental group. This indicates that
teaching by scaffolding strategies is more effective than the presentation practice
production teaching or the Lecture Method teaching.

3. Hassan (2015).
The aim of this study was to investigate the effect of teaching reading
comprehension strategies on Iraqi EFL college learners' reading comprehension
performance and on the development of their reading comprehension strategies use.
The researcher used the experimental method to fulfill the aims of this study. The
sample of the study consisted of (400) students in which they divided equally into
two groups, experimental and control. The researcher designed and applied
achievement test (pre and posttest) to achieve the purpose of his study. The study
results assured that the experimental group subjects' performance in reading
comprehension has been found to be better than that of the control group subjects on
the reading comprehension post-test and that the experimental group subjects show
statistically significant increases in the use of reading strategies on the post –
administration of the reading comprehension strategies survey.

38
4. Abdul-Majeed(2013).
This study aimed at investigating the effect of using reciprocal teaching on
improving female college students' achievement in reading comprehension. The
researcher used experimental method to achieve the aims of this study. The sample
of the study consisted of (30) students in which they divided equally into two
groups, experimental and control from college of education for women-department
of English. The researcher designed and applied achievement test (pre and posttest)
to achieve the purpose of hos study. Results indicated that that there is a statistically
significant difference in favor of the experimental group. This indicates that
reciprocal teaching technique is more effective than the presentation practice
production teaching or the Lecture Method teaching.

5. Adam& Mwdawi& Eldouma(2013).

This study aimed at investigating the effect of the use of reading strategies in
comprehending English texts, and tries to find out how can Blue Nile University
students understand a piece of reading by using reading strategies and encouraging
them to develop their reading comprehension skills. The researchers used the
descriptive analytical approach to achieve the aims of this study. The researchers
designed and applied two tools (questionnaire, interviews, and achievement test -pre
posttest-) from Blue Nile University English department and an interview with
experienced teachers of English language, from ministry of education, Blue Nile
state. The study results of this study are: reading strategies and variation of
techniques in reading comprehension are helpful to enhance reading skills,
motivation and attitudes which are important in developing (EFL) learners' reading
skills and students were weak in reading comprehension and unable to score
excellent degrees in it.

6. Abu Shamla (2010).

This study aimed to investigate the effectiveness of a suggested program
based on prior knowledge to develop eight graders' English reading comprehension
skills. The researcher used four tools (checklist, a questionnaire, and achievement
test Pre& posttest). The researcher used the quasi-experimental method to achieve
the aims of this study. The sample of this study consisted of (80) female students.
The study results assured that there were significant differences between the mean

39
scores by the experimental group and those by the control group in favor of the
experimental group.

7. AL-Nifayee (2010).
The aim of this study was to investigate the effectiveness of the Instrumental
Enrichment Approach on the enhancement of the reading comprehension skills of
learners with English Language Learning Difficulties. The researcher used the
quasi-experimental method to achieve the aims of this study. The researcher
designed and applied two tools (Intelligence test and achievement test- pre and
posttest) to achieve the purpose of his study. The study results assured that there
were significant differences between the mean scores of the experimental and the
control group on the post course administration of the reading comprehension test to
the favor of the experimental group.

8. Eideh (2010).
This study aimed at investigating whether the readers' culture-related schema
and the text cultural content influence EFL reading comprehension among
Palestinian College students. The researcher used the experimental method to fulfill
the aims of this study. The sample of the study consisted of (43) were males and
(103) were females from Hebron University and Palestine Polytechnic University.
The researcher designed and applied two tools (questionnaire and achievement test-
pre and posttest) to achieve the purpose of his study. The results study showed that
the participants' performance in reading comprehension affected by a number of
variables including (gender, place of residence, specialization, hobby, and watching
TV).

9. Neumann, et al (2008).
This study aimed at investigating to implement oral reading fluency-based
interventions for the purpose of improving students' reading comprehension. The
study sample consisted of (18) students participated in this project, six students in
third grade; six students in fifth grade and six students in sixth grade. The researcher
used the experimental method to fulfill the aims of this study. The researcher
designed and applied achievement test (pre and posttest). The study results indicated
that there are statistically significant differences in favor of the experimental group.

40
10. Mckown & Barnett (2007).
This study aimed to improve reading comprehension with second and third
grade students by using higher-order thinking skills such as predicting, making,
connections, visualizing, inferring, questioning, and summarizing. The sample of
the study consisted of (65) divided into grade two (thirty-three) and grade three
(thirty-two). The researchers designed and applied three different tools to achieve
the purpose of his study the Met comprehension strategy, states snapshots of early
literacy test ready's practice reading comprehension test and the teacher observation
checklist. The population of the study was 493 learners. The results study showed
that a significant improve in students ' knowledge of reading comprehension
strategies.

The third part: studies related to reflective thinking skills.

1. Mohamed(2016).
This study aimed to investigate the effectiveness of a training program based on
exploration in the development of reflective thinking skills among students. The
sample of the study consisted of (14) students of first grade secondary school. The
researcher used the experimental method to fulfill the aims of this study. The
researcher design and applied (program and the measure of reflective thinking) to
achieve the purpose of his study. The study results indicated that there are
statistically significant differences in favor of the experimental group.

2. Abu Jado(2015).
The aim of this study was to investigate the effect of using learning journals on
self-regulated learning and reflective thinking among a sample of pre-service
teachers enrolled in Educational Psychology course at the Faculty of the
Educational Sciences and Arts (FESA) in Jordan. The study sample consisted of
(61) students to fulfill the aims of this study. The researcher used the experimental
method to fulfill the aims of this study. The researcher designed and applied the
self-regulated learning and reflective thinking scales after verifying their
psychometric properties on the study sample. The study results indicated that there
are statistically significant differences in favor of the experimental group.

41
3. Seifeddin& Ahmed& Ebrahim(2015).
The aim of this study as to investigate the effect of a program based on English
digital stories on second-year preparatory pupils' writing performance and reflective
thinking. The researchers used the experimental method to fulfill the aims of this
study. The researchers designed and applied achievement test (pretest and posttest)
as well as a reflective thinking test. The sample of this study consisted of (62)
students from El Sadat Prep school for Girls. The study results indicated that there
are statistically significant differences in favor of the experimental group in writing
performance posttest and reflective thinking posttest.

4. Al-Fetlawi & Hadi(2014).

The research aimed at investigating the Effect of Skills of the Contemplative
thinking in the Expressive Performance for the Fourth Preparatory Scientific Class.
The researcher used the experimental method to fulfill the aims of this study. The
sample of the study consisted of (70) students in which they divided equally into
two groups, experimental and control from Al-Nahdha High School for Boys. The
researchers designed and applied achievement test (pre and posttest) to achieve the
purpose of his study. The study results indicated that there are statistically
significant differences in favor of the experimental group.

5. Choy& San Oo (2012).

This study conducted to show a link between reflective thinking and its
ability to stimulate critical thinking. The sample of the study consisted of (60)
participants from institutions of higher learning volunteered. The researchers used a
descriptive method to fulfill the aims of this study. The researchers designed and
applied questionnaire to determine the level at which they reflected on their
teaching practices as an indicator of their level of critical thinking. Results indicated
that most of the teachers did not reflect deeply on their teaching practices. They did
not seem to practice the four learning processes: assumption analysis, contextual
awareness, imaginative speculation and reflective skepticism which were indicative
of reflection.

42
6. Tuncer& Ozeren(2012).
This study conducted to evaluate prospective teachers in terms of their use of
reflective thinking skills to solve problems. The researchers designed and applied
the reflective thinking scale to solve problem. The researchers used a descriptive
method to fulfill the aims of this study. The study population is prospective teachers
who attend the Education Faculty of Firat University. Result indicated that there
was a significant difference in the class variables.
7. Ostaz (2011).
This study aimed at recognizing the level of ability of reflective thinking of
educational problems which facing the science teachers in the basic stage in
UNRWA and Governmental schools. The implementation took place in the first
term of scholastic year (2008/2009). The researchers used the analytical descriptive
method to fulfill the aims of this study. The sample of the study consisted of (108)
teachers of science. The researcher designed reflective thinking skills consisting of
nine educational problems on a sample by applying. The study results found that the
level of reflective thinking was less than (70%). In addition, the results showed that
there are no significant differences in the level of reflective thinking of science
teachers attributed to gender, scientific qualifications and the educational institution.
On the other hand, there are significant differences in the level of reflective thinking
of science teachers attributed to educational experience in favor of long experience.

8. Darwish (2005).
This study aimed at investigating the effect of using a case study-based
program on improving pre-service teachers' reflective thinking, teaching skills, and
attitudes towards the job of teaching. The researcher used the experimental method
to fulfill the aims of this study. The researcher applied a pre-post control group
design. The sample of the study consisted of (24) students. Students of the
experimental group were instructed using a suggested case study-based program,
whereas, the control group received traditional treatment. The researcher designed
and applied various tools in this study such as a suggested training program, a
reflective thinking test, students' reflective journals, retrospectives, an attitude scale
towards the job of teaching, and a Micro-Teaching Observation Chart. The study
results assured that the students of the experimental group showed significant
differences in their reflective thinking. Second, there was evidence of an

43
improvement in the experimental group students' teaching skills. Third, the students
of the experimental group showed positive attitudes towards the job of teaching.
Finally, there were other relevant findings.

Comments on the previous studies:

The previous studies helped the researcher in designing the study tools. It also
clarified to the researcher how to teach the reading comprehension and reflective
thinking skills. The researcher divided the previous studies into three domains. The
first handles the studies related to advance organizers, while the second displays
reading comprehension skills, and the third part tackles reflective thinking skills. The
researcher concluded that most of studies focused on the positive effect of advance
organizers on reading comprehension skills, and reflective thinking skills.

From the previous studies, the researcher concluded the following:

1. The majority of the previous studies assured that there is a strong relationship
between advance organizers, and reading comprehension skills as well as
reflective thinking skills.
2. The previous studies revealed the presence of a public weakness in reading
comprehension skills, and reflective thinking skills in all levels which uphold
the need for this study.
3. The previous studies increase the necessary scaffolding and motivation for
learners to either learn new and unfamiliar material or to combine and recall
new information into relatively familiar information.
4. The previous studies assured that reading comprehension could be developed by
implementing the methods and the activities based on advance organizers.
5. The previous studies concentrated on the positive effect of the reflective
thinking skills in improving students' performance and achievement.
6. The previous studies concentrated on the vital and important role of the teacher
in improving teaching reading comprehension, and reflective thinking skills
through using various methods and activities of advance organizers.
7. The recommendations of previous studies highlighted the importance of using
procedures and techniques based on advance organizers in improving the

44
 students' achievements and developing reading comprehension and reflective
thinking skills.

Analysis of the previous studies:

There are similarities and differences between this study and the previous ones in the
following:
The focus and purpose of the studies:
The majority of the previous studies concentrated on the effectiveness of advance
organizers in the development of many English language skills as, Liu and Chuang
(2014), Eissa (2012) Mshenga (2013), Ayoobi& Hashamdar (2015), Mohammadi,
Moenikia& Babelan (2010). In addition, some studies suggested techniques and
procedures to develop reading comprehension skills and reflective thinking skills as,
Mohammadi, Moenikia& Babelan (2010), Mckown & Barnett (2007), Abdul-
Majeed(2013), Mohamed (2016).
In this study, not only the researcher concentrated on the effect of advance
organizers on reading comprehension skills and reflective thinking skills but also
linked and created strong correlation between the advance organizers and reading
comprehension skills and reflective thinking skills among tenth graders.
 Methodology:
Most of the previous studies used the experimental method as Mshenga (2013),
Ayoobi& Hashamdar (2015), Al-Zaghool& Shatnawi(2004), Abdul-Majeed(2013).
Abdul-Majeed& Muhammad(2015), Eideh (2010). While Muiruri, Wambugu&
Wamukuru (2016), Mohammadi, Moenikia& Babelan (2010), Cer& Sahin (2016).
Used quazi-experimental method. Adam, Mwdawi& Eldouma(2013), Choy& San
Oo (2012), Ostaz (2011), Tuncer& Ozeren(2012) Used descriptive method. In this
study, the researcher used the experimental method.
 Tools:
The tools used in the previous studies were different from one study to another in
number and type of tools. For example, Adam& Mwdawi& Eldouma(2013), used
three tools: questionnaire, interview with experiment teachers of English language,
and achievement test (pre, post test), Abu Shamla (2010), used three tools:

45
questionnaire, checklist, and achievement test (pre, post test), Choy& San Oo (2012)
Used questionnaire, Mckown & Barnett (2007) Used observation checklist,
In this study, the researcher used two tools to collect the data, a checklist with
experiment teachers of English language to determine reading comprehension skills
and reflective thinking skills, and pre-post-test.
 Population and Sample:
Population and sample of the previous studies were different from one study to
another in number, gender and age. Mckown & Barnett (2007), applied their study
on a sample of (80) female students, (40) students in each one. The equally divided
into two groups experimental and control, Alishy a Higher Basic school for Girls in
Dair Albalah, Gaza, Palestine. Al-Zaghool& Shatnawi (2004), applied the study on
(78) female students from the Arwa Bent Abdelmutalib skool in Alkarak educational
District. Abdul-Majeed(2013), the population of the study comprised (493) students
and the sample of the study was sixty-five divided in to grade two (thirty-three) and
grade three (thirty-two). Mohamed (2016), Selected the study sample (14) male and
female students of first grade secondary school.
In this study the sample was (86) (male students) of tenth graders Al- Haj
Mohammed AL- Najar secondary school in Khanyounis.
 Place:
All the previous studies were applied in different countries. For example, Mshenga
(2013), study was conducted in Kenya, Ayoobi& Hashamdar (2015), study was
conducted in Iran, Cer& Sahin (2016), study was conducted in Turkey, Abu
Jado(2015), study was conducted in Jordan. This study conducted in Khanyounis
City, Gaza strip, Palestine.
 Statistical treatments:
The statistical treatments in the previous studies were varied according to measure
the results such as Independent-Samples T-test, Paired-Samples T-test, ANOVA
and others.
In the current study, the researcher used Independent-Samples T-test to compare
the means of two independent groups (the control and experimental group) and
used "paired-Samples T-test" to compare two groups that related to each other
(pre and post-test).

46
Summary:

The second chapter handled the theoretical framework of the study, which were
divided into three parts the first part discussed advance organizers strategy while the
second part tackled the reading comprehension skills. The third part introduced the
reflective thinging skills. The researcher showed that advance organizer is very
important to use and enhance student involvement. Advance organizer founds a
purpose and direction for learners' participation in the lesson while also serving to
get their attention by virtue of the lesson. Therefore, it stimulates previous
knowledge when learners have remembered previous, relevant data, their brains are
better prepared to receive new data and link that new data to an existing cognitive
structure. It helps students identify and organize important information. Advance
organizer also helps students know what to look for as they participate in a lesson
and increase a framework for organizing information (e.g., a problem/solution
framework). It meets the needs of learners. Learners who are able to link new
knowledge to or situate new knowledge in their existing cognitive structures are
better able to understand and retain new knowledge. At the start of the lesson,
presentation of the advance organizers can be used in the form of probing question,
story or any other way that may help in connecting the new ideas with the previous
concepts or ideas which must be learnt by the students. Therefore, the researcher
used advance organizer in developing reading comprehension and reflective thinking
skills. From this literature review, it is clear that there is a big correlation between
advance organizers and reading comprehension skills. On the other hand, it is clear
that there is a big correlation between advance organizers and reflective thinking
skills. If students have enough prior knowledge about a topic, idea, or concept, the
comprehension and thinking will increase.
The second chapter also introduced three domains of previous studies: First, studies
that deal with advance organizers and its effects on reading comprehension skills
and reflective thinking skills. The second domain deals with reading
comprehension skills. Finally, the third domain deals with reflective thinking skills
and links them with the previous studies.

47
 Chapter 3
Research Methodology

48
 Chapter 3
Research Methodology
This chapter introduces the procedure followed throughout the study- The
Effectiveness of Advance Organizer in developing reading comprehension skills and
reflective thinking skills among tenth graders. This chapter introduces in this study a
complete description of the methodology such as the research design, the population,
the sample, the instrumentation, the checklist and pre-posttest used in the study. In
addition, it introduces the statistical treatment for the study findings.

3.1 Research design

The researcher used experimental method in which two groups assigned as the
participants of the current study; the experimental group, and the control one.
The researcher implemented advance organizers in teaching the members of the
experimental group, while he implemented the traditional method in teaching the
members of the control group.

3.2 Research Population

The population of the study consists of all tenth graders at Mohammed AL- Najar
Secondary School for Boy in the West Khanyounis Directorate enrolled in the first
semester of the school year (2017-2018). The population of the study is (303) male
students.

The sample:

Table (3.1): The distribution of the sample according to the groups

Group Experimental Control Total
Male 43 43 86
The sample of this study consists of (86) male students. The researcher chooses the
sample randomly from Al- Haj Mohammed AL- Najar Secondary School for Boys in
Khanyounis. He had chosen randomly from the tenth grade classes. The researcher
divided the classes equally into two groups, experimental and control, whereas
chosen from the same school to be equivalent in the social, cultural, economic and
academic levels. A pre-test used to check the equivalence of reading comprehension
skills and reflective thinking skills between the two groups. The sample represented
(28 %) of the population. (See table 3.1)

3.3 Study variables

The study contained the following variables:
1.The independent variable is Advance Organizers.
2.The dependent variables are two: Reading comprehension skills and Reflective
thinking skills.

49
3.4 Instrumentation:
The researcher used two different instruments to achieve the aims of the study:
1. A checklist of reading comprehension and reflective thinking skills.
2. Pre and posttest in the reading comprehension and reflective thinking skills.

3.5 The aim of the checklist:

The researcher prepared the checklist to identify the suitable skills of reading
comprehension and reflective thinking skills for the tenth graders.

The source of constructing the checklist:

There are different sources depended on the researcher to design the checklist such
as the previous studies, methodology of teaching English books, English for
Palestine curriculum for the tenth graders, and experts teachers.
The researcher introduced the checklist to a group of (9) specialists, including
professors of teaching methodology, supervisors of English language in addition to
highly qualified and long experienced tenth grade teachers to be refereed to identify
their opinions and to take their recommendations to improve the checklist. All their
recommendations and suggestions were considered and some changes were made in
the lists.

3.6 Description of the checklist:

1. Checklist of reading comprehension skills:

This checklist consists of (20) items. These items were divided into four main levels
of reading comprehension skills such as the literal, the interpretive, the critical and
the creative level. Under each main level, there is a list of sub reading
comprehension skills (Appendix 1).
The researcher introduced the checklist to a group of specialists including
supervisors of English language in addition to highly qualified and long experienced
tenth grade teachers. Respondents answered with rate each item as follows: (1) Very
important, (2) Important, (3) Not important for tenth graders.

50
2. Checklist of reflective thinking skills:

This checklist consists of (13) items. These items were divided into four main levels
of reflective thinking skills such as actual work, understanding, reflection and the
critical reflection level. Under each main level, there is a list of sub reflective
thinking skills (Appendix 1).
The researcher introduced the checklist to a group of specialists including
supervisors of English language in addition to highly qualified and long experienced
tenth grade teachers. Respondents answered with rate each item as follows: (1) Very
important, (2) Important, (3) Not important for tenth graders.

3.7 Checklist of reading comprehension and reflective thinking skills:

1. Validity of the checklist

Al Agha (1996: 118) defines a valid test as the test that measures what it is designed
to measure. The researcher applied two types of validity: the referee validity and the
internal consistency validity to measure the checklist validity.

1.1 The referee validity:

The researcher applied the referee validity to validate the checklist, so the researcher
introduced the checklist to (9) referees from professors of teaching methodology,
supervisors of English language in addition to highly qualified and long experienced
tenth grade teachers to ensure and check its clarity and relevance.

1.2 Internal consistency

Al Agha (1996: 121) states that the internal consistency indicates the internal
consistency and the correlation of the degree of each item with the total average of
the test. To measure internal consistency validity, the researcher introduced the
checklist to a pilot sample of (20) teachers. The internal validity coefficient was
computed by using Pearson formula. The following table (3.2) show the data analysis
of the correlation coefficient of each item with the domain it belongs to compare the
whole degree of the checklist by using the SPSS.

51
The first: correlation coefficient of each item degree with the total degree of
the reading comprehension checklist.

Table (3.2): Correlation Coefficient of each item degree with the total degree of the
reading comprehension checklist
No. Item Pearson Sig.
correlation
1 Identify components and format of personal 0.538 0.000
letters.
2 Skim for gist or general impression of text or 0.725 0.000
graphics.
3 Scan for specific information from texts and 0.765 0.000
realia (schedule, calendar ads, menu, travel
information and tickets).
4 Develop awareness about synonyms and 0.660 0.000
antonyms.
5 Develop awareness of semantic fields (word 0.661 0.000
mapping)
6 Interpret information presented in diagrammatic 0.762 0.000
display
7 Deduce meaning of unfamiliar words from 0.663 0.000
context.
8 Read familiar material with correct 0.762 0.000
pronunciation and intonation.
9 Summarize reading text. 0.777 0.000
10 Distinguish main idea from supporting details. 0.767 0.000
11 Distinguish fact from opinion. 0.538 0.000
12 Answer factual, inferential, judgment or 0.606 0.000
evaluation question.
13 Recognize rhetorical markers and their 0.569 0.000
functions.
14 Use illustrations, graphs, and titles from the text 0.859 0.000
to make inferences.
15 Constructing an image of what is read by 0.689 0.000
writing and drawing.
16 Generate questions about reading text. 0.624 0.000
17 Infer mood and author's attitude or tone. 0.685 0.000
18 Make predictions about reading text. 0.548 0.000
19 Draw new titles for the text. 0.615 0.000
20 Speculate about the text. 0.766 0.000
"r" table value at (19) df. At (0.05) sig. level equal 0.433
"r" table value at (19) df. At (0.01) sig. level equal 0.549

According to table (3.2), there is a correlation between each item and the total degree
and each domain with the other domains at sig. level (0.01), which shows a high
internal consistency of the checklist, which proves the validity of the checklist.

52
The second: correlation coefficient of each item with the total degree of the
reflective thinking skills.

Table (3.3): Correlation coefficient of each item degree with the total degree in the
reflective thinking checklist
Pearson
No. Item Sig. level
correlation
1 Preparing portfolio. 0.810 0.000
2 Relating what learnt with your reality. 0.839 0.000
3 Constructing concepts maps for the lesson. 0.828 0.000
4 Discussing the lesson orally in groups. 0.782 0.000
5 Participating in discussions. 0.819 0.000
6 Relating the new lesson with previous lesson. 0.836 0.000
7 Concentrating on the ideas of lesson orally. 0.689 0.000
Performing the lesson ideas and tasks 0.742 0.000
8
practically.
Identifying and analyzing problem- solving 0.788 0.000
9
situations.
Generating different new question and 0.866 0.000
10
answers
11 Making decisions consciously and carefully. 0.627 0.000
12 Making notes about a text. 0.926 0.000
13 Summarizing the text briefly. 0.938 0.000
"r" table value at (19) df. At (0.05) sig. level equal 0.433
"r" table value at (19) df. At (0.01) sig. level equal 0.549

According to table (3.3), there is a correlation between each item and the total
degree and each domain with the other domain at sig. level (0.01), that shows a high
internal consistency of the checklist, which assures the validity of the checklist.
The correlation coefficient of each level with other levels as well as with the total
degree.

Table (3.4): The first: Matrix of correlation coefficient of each level with other
levels and with the total degree to the reading comprehension skills
Domains First Second Third Fourth Total
First 1
Second 0.772 1
Third 0.624 0.593 1
Fourth 0.723 0.756 0.510 1
Total 0.911 0.903 0.772 0.871 1

53
 According to Table (3.4), the coefficient correlation of each level with the other
levels and the total degree is significant at levels (0.01), (0.05). Results indicated
that the checklist is highly consistent and valid as an instrument for the study.

Table (3.5): The second: Matrix of correlation coefficient of each level with other
levels and with the total degree to the reflective thinking skills
Domains First Second Third Fourth Total
First 1
Second 0.275 1
Third -0.132 0.454 1
Fourth 0.761 0.490 0.188 1
Total 0.616 0.855 0.544 0.800 1
According to Table (3.5), the coefficient correlation of each level with the other
levels and the total degree is significant at levels (0.01), (0.05). Result indicated
that the checklist is highly consistent and valid as an instrument for the study.

2. Reliability of the checklist

Al-Agha (1996: 118) states that the test is reliable when it gives the same results if it
is reapplied in the same conditions. The researcher utilized from the pilot study to
calculate the reliability of the checklist which was measured by Alpha Cronbach
and spilt-half methods.

Table (3.6): Alpha Cronbach coefficient for the levels of reading comprehension
skills Checklist
Scope Number of items Alpha correlation coefficient
1 5 0.792
2 5 0.712
3 5 0.680
4 5 0.761
Total 20 0.810
The results of table (3.6), the instrument proved to be reliable. Alpha Cronbach
coefficient is between (0.810-0.680). Result indicated that the tool is highly
consistent and reliable to be used as a tool for the study.

54
Table (3.7): Spilt-half coefficient of the reading comprehension skills checklists
Scope Number of items Split – half Correlation
1 5 0.756
2 5 0.728
3 5 0.595
4 5 0.736
Total 20 0.900

The results of table (3.7), the instrument proved to be reliable. The spilt –half
coefficient is between (0.900-0.595). Result indicated that the tool is highly
consistent and reliable to be used as a tool for the study.

Table (3.8): Alpha Cronbach coefficient for the levels of reflective thinking skills
checklist
Scope Number of items Alpha correlation coefficient
1 3 0.759
2 5 0.747
3 3 0.650
4 2 0.848
Total 13 0.676
The result of table (3.8)), the instrument proved to be reliable. Alpha Cronbach
coefficient is between (0.848-0.650). Result indicated that the tool is highly
consistent and reliable to be used as a tool for the study.

Table (3.9): Guttman Spilt-half of the reflective thinking skills checklists

Scope Number of items Guttman Split – half
1 3 0.686
2 5 0.797
3 3 0.598
4 2 0.738
Total 13 0.796
The result of table (3.9), the instrument proved to be reliable. The Guttman Split –
half is between (0.797-0.598). Result indicated that the tool is highly consistent and
reliable to be used as a tool for the study.

3. The application of the checklist:

The researcher implemented the checklist on a group of English Language
supervisors and expert teachers to rate the degree of importance of the reading
comprehension and reflective thinking skills among tenth graders. After that,
relative weight was calculated and the most important skills were chosen which got
(more than 75%) in order to be used in the pre and posttest.

55
Table (3.10): The most important skills of the reading comprehension
No. Skills Relative weight
1 Identify components and format of personal letters. 90%
2 Skim for gist or general impression of text or graphics. 75%
Scan for specific information from texts and realia 75%
3 (schedule, calendar ads, menu, travel information and
tickets).
4 Develop awareness about synonyms and antonyms. 75%
5 Interpret information presented in diagrammatic display 85%
6 Deduce meaning of unfamiliar words from context. 85%
Read familiar material with correct pronunciation and 80%
7
intonation.
8 Summarize reading text. 75%
9 Distinguish fact from opinion. 75%
10 Infer mood and author's attitude or tone. 80%
11 Make predictions about reading text. 80%
12 Draw new titles for the text. 80%
13 Speculate about the text. 75%

Table (3.11): The most important skills of the reflective thinking

No. Skills Relative weight
1 Preparing portfolio. 90%
2 Relating what learnt with your reality. 85%
3 Discussing the lesson orally in groups. 85%
4 Participating in discussions. 80%
5 Relating the new lesson with previous lesson. 75%
6 Performing the lesson ideas and tasks practically. 75%
7 Identifying and analyzing problem- solving situations. 80%
8 Making notes about a text. 90%
9 Summarizing the text briefly. 85%

4. The pre and posttest.

The researcher designed the pre and posttest to measure the students' achievement in
the reading comprehension and the reflective thinking skills. It was used as a pre-test
implemented before the experiment and as a post-test after the experiment.
The test aims to measure the effectiveness of advance organizers in developing
reading comprehension and reflective thinking skills among tenth graders.

56
5. The Sources of Constructing the Test:

The researcher used various resources to design the test such as: His own experience,
the review of literature, juries' opinions (supervisors & expert teachers), the results of
the analysis of the reading comprehension and the reflective thinking lessons in the
textbook and the result of degree of importance checklist.

The items of the test:

The researcher used one passage from the reading comprehension lessons in the test.
This passage included eighth question. These questions were designed according to
the table of specification, which was prepared according to the general objectives of
teaching reading comprehension and reflective thinking skills and the relative weight
of the skills in the degree of importance checklist. Moreover, the researcher
concentrated on the sub-skills which took more than 75% in the relative weight.
They also regarded the four levels of comprehension skills (literal, interpretive,
critical, and creative levels) and the four levels of reflective thinking skills (habitual
action, understanding, reflection, and critical reflection).
Question 1: Answer the following question according to their understanding to the
passage. This question involves five items, one is literal, two and three are critical,
four is creative and five is literal.
Question 2: Get from the passage the synonyms of the following words. This
question includes two items, one is literal, and two is interpretive.
Question 3: Get from the passage the opposites of the following words. This
question includes two items, one is literal, and two is interpretive.
Question 4: Complete these notes according to their understanding to the passage.
This question includes six items, one is critical reflection, two is understanding, three
is reflection, four is understanding, five is critical reflection, and six is
understanding.
Question 5: True (T) or False (F) exercises in which students tick (T) next to the
right answer and (F) next the wrong answer. This question includes two items, one is
understanding, and two is habitual action.
Question 6: Multiple –choice exercise in which students choose the right answer
from (a- b- c-d). This question involves two items; one and two is habitual action.

57
Question 7: Complete sentences in which students complete the sentences using the
words in the box. This question includes three items, one is creative, two is
interpretive and three is critical.
Question 8: Guessing and imaginable answers according to their understanding to
the passage. This question includes two items, one is habitual action and two is
critical reflection.

6. Implementation of the Test:

The researcher experimented the test by a pilot sample of (43) tenth graders in Al-
Haj Mohammed AL- Najar secondary school (male students) in the governmental
schools at Khanyounis who have the same characteristics of the study sample. The
results were recoded and statistically analyzed to measure the validity and the
reliability of the test. The clarity of the question was checked. The misleading items
were also modified. In addition, this trial application assisted in estimating the time
needed for answering the questions according to the following equation
Time of the first student + time of the last student
2
Therefore the time of test was (60) minutes.

Item Analysis of the test:

This step aimed to examine both the validity and the reliability of the test according
to the trial application. The following steps were adopted for that:

Validity of the Test:

1. The content validity:

The researcher used the content validity through introduces the test to a group of
specialists; including professors of teaching methodology, supervisor of English
language , highly qualified and long experienced tenth grade teachers. (Appendix
2) Taking their valuable remarks into consideration, the items of the test were
modified according to their recommendations.

58
 2. The internal consistency validity:
This validity measured by using Person Formula. The following table shows the
data analysis of the correlation coefficient of each item with the total degree.
Table of specification:
The test specification was prepared regarding to the general objectives of
teaching reading comprehension and reflective thinking skills. The refereed
committee opinions were considered in which they choose (33) sub –skills as
very important for the tenth graders.

Table (3.12): Table of specification

Items
The pre and posttest of reading comprehension and reflective & Percentage
thinking skills marks
Questions
Understandin

of the test
Interpretive

Reflection

Reflection
Habitual
Creative
Critical

Critical
Literal

action

Question 2 - 2 1 - 5Q - - - 20.85%
1 8.32% 8.32% 4.17% 8M
Question 1 1 - -- -
- - 2Q 8.33%
2 4.17% 4.17% 2M
Question 1 1 - - - - - - 2Q 8.33%
3 4.17% 4.17% 2M
Question - - - - - 3 1 2 6Q 25%
4 12.51% 4.17% 8.32% 7 M
Question - - - - 1 1 - - 2Q 8.33%
5 4.17% 4.17% 2M
Question - - - - 2 - - - 2Q 8.33%
6 8.32% 2M
Question - 1 1 1 - - - - 3Q 12.5%
7 4.17% 4.17% 4.17% 3M
Question - - - - 1 - - 1 2Q 8.33%
8 4.17% 4.17% 4 M
16.66 12.51 12.49 8.34 16.66 16.68 4.17 12.49 100.00%

59
Table (3.13): Coefficient correlation of each item degree with the total degree of the
test
No. Item Pearson correlation Sig. level
1 Q1 0.505 0.000
2 Q2 0.672 0.000
3 Q3 0.619 0.000
4 Q4 0.486 0.001
5 Q5 0.371 0.001
6 Q6 0.454 0.002
7 Q7 0.580 0.000
8 Q8 0.496 0.001
9 Q9 0.388 0.007
10 Q10 0.460 0.001
11 Q11 0.379 0.007
12 Q12 0.466 0.001
13 Q13 0.544 0.000
14 Q14 0.661 0.000
15 Q15 0.511 0.000
16 Q16 0.408 0.002
17 Q17 0.483 0.002
18 Q18 0.429 0.006
19 Q19 0.028 0.432
20 Q20 0.389 0.007
21 Q21 0.389 0.007
22 Q22 0.299 0.031
23 Q23 0.387 0.007
24 Q24 0.332 0.037
"r" table value at (23) df. At (0.05) sig. level equal 0.396
"r" table value at (23) df. At (0.01) sig. level equal 0.505
3. Reliability of the test:

(Al-Agha, 1996, p 120) defines that the test to be reliable when it gives the same
results in case of re-applying it for the same purpose in the same conditions. The
reliability of the test was determined by Kuder-Richardson (K-21) technique, and the
Spilt-half.
Kudar-Richardson (K-R21):
(K-R21) depends on calculating the percentages of correct answers to the test items,
also on the variance of every item.

Table (3.14): (K-R21) coefficients for the test

Total (K-R21) coefficient
Total 24 0.893

60
The table (3.14) shows that (KR21) coefficient was (0.893) which indicated the high
reliability of the test.
(Abu Hattab & Sadeq, 1980: 14) define that spilt half method depends on splitting
the test into two parts and calculating the correlation between the parts, then making
a correction for the correlation coefficient by Spearman- Brown Prophecy Formula.

Table (3.15): Spilt-half Coefficient of the pre and posttest

Test Number of items Split – half Correlation
Total 24 0.697
The table (3.15), shows that the spilt-half coefficient is (0.697) and this result assures
the high reliability of the test.

Items Difficulty:
Item difficulty can be measure through finding out the percentage score of the wrong
answers of each item made by the student. The test is more reliable when the items
are moderately difficult. Accordingly, very difficult and very easy items should be
excluded. To calculate the coefficient of the difficulty of each item, the following
formula was used.
Co. of difficulty= Number of students who gave wrong answers
Total number of student

Table (3.22) shows that the difficulty coefficient of the test items varied between
(25.58- 83.72) and with means (49.80), which indicated that the test is suitable to be
used as a tool of the study.

Items discrimination:
The test items should discriminate among the responders introducing differences in
their abilities to answer. Not discriminating items, that all responders correctly or
wrongly answered, should be excluded. To compute the coefficient discrimination of
each item, the following formula was used:
Co. of Disc. = correct answers NO. in higher– correct answers NO. in lower group
Students number of one group

61
Table (3.22) shows that the discrimination coefficient of the test items varied
between (25-80) and with means (43.37), which indicated its suitability to use as a
tool of the study.

Table (3.16): Difficulty and discrimination of items of the test

No. of Q Difficulty coefficient Discrimination
1 0.58 0.32
2 0.53 0.50
3 0.30 0.50
4 0.67 0.41
5 0.51 0.38
6 0.39 0.38
7 0.30 0.35
8 0.41 0.30
9 0.69 0.45
10 0.34 0.40
11 0.37 0.25
12 0.48 0.60
13 0.44 0.40
14 0.67 0.50
15 0.65 0.25
16 0.83 0.50
17 0.11 0.30
18 0.69 0.55
19 0.72 0.55
20 0.25 0.45
21 0.44 0.35
22 0.30 0.25
23 0.48 0.80
24 0.69 0.70
From the table above it is clear that all the items of the test have a suitable difficulty
and discrimination coefficient, so the test can be applied and suitable for the study.
Determining the equivalence between the control and experimental group prior
to the implementation of the test (Pre-pre test).
It is necessary to notice any differences between the control group and the
experimental group prior to the application of the reading comprehension and
reflective thinking skills test. Therefore, the researcher verified the following
hypothesis that state that "there are no statistically differences between the mean
scores of the control and experimental groups in the pre of reading comprehension
and reflective thinking test. The following points out the results.

62
Table (3.17): Determining the equivalence between the control and experimental
group prior to the implementation of the test
Std. Std.
Sample N Mean t. value Sig
deviation errors
Experimental 43 13.30 5.86 0.89 0.520 0.605
Control 43 13.96 5.96 0.90
"t" table value at ( 84) df. At (0.05) Sig. level equal 1.99
"t" table value at ( 84) df. At (0.01) Sig. level equal 2.63
The previous table (3.24) points out that there were no statistically differences
between the mean scores of the control and experimental groups in the pre-test of
reading comprehension and reflective thinking skills. This proved this proved that
both groups were equal.

Procedures:

The study progresses according to the following steps:

1. Reviewing the literature and previous studies related to the effectiveness
advance organizers strategy in general, and advance organizer strategy in
particular on developing reading comprehension and reflective thinking skills.
2. Identifying instruments of the study: a checklist of reading comprehension and
reflective thinking skills, and the pre and posttest.
3. Specifying the reading comprehension and reflective thinking skills appropriate
for the tenth graders.
4. Designing a checklist of reading comprehension and reflective thinking skills
and introducing it to specialists, including professors of teaching methodology,
supervisors of English and old experienced teachers who have long experience
in teaching tenth graders to decide the suitability of these skills to tenth graders.
5. Checking the validity and the reliability of the checklist.
6. Applying the checklist and recording the results to be used in building the pre
and posttest.
7. Preparing the pre and posttest.
8. Checking the validity and the reliability of the test through the following.
a. Consulting the specialists.
b. Applying the test on a pilot sample who have the same characteristic of the
study sample and results are recoded.
c. Finding out the reliability using Alpha "Cronbach formula".
d. Identifying the difficulties and discriminations of the test.
9. Choosing the sample of the study that includes the experimental group and the
control one.
10. Applying the pre-test on the sample of the study and computing the results.
11. Applying the post-test on the sample of the study.

63
12. Analyzing and interpreting the results.
13. Presenting the suggestions and the recommendations in the light of the study
findings.

Statistical treatments:

- The researcher gathered and calculated the data by using (SPSS), Pearson
correlation, Alpha Cronback, Spilt-Half, Guttman Spilt-Half and kodar
Richardson (21) which were used to affirms the test validity and reliability.
- The researcher used T-test Independent sample to measure the statistical
differences in means between the experimental and control groups.
- The researcher used T-test Paired Sample to measure the differences in
achievement between the pre-performance and the post-performance of the
experimental group.
- The researcher used Effect Size Technique to show the extent of the advance
organizers strategy on the experimental group.

Summary:

This chapter concluded a complete description of the methodology of this study such
as the research design, the population, the sample, and the instrumentation.
Moreover, it introduced the statistical treatment of the study findings

64
 Chapter 4
Results: Data analysis

65
 Chapter 4
Results: Data analysis
The study conducted to examine the effectiveness of advance organizers in
developing reading comprehension and reflective thinking skills among tenth
graders. This chapter introduces the findings and results of the study in regard with
the research questions.
The researcher used various statistical forms including the statistical program
(SPSS) to show the final collected findings. Tables are also used to clarify and
present these data with analysis and interpretation.

Data analysis:

1. Answer to the first question:

The first question is stated as follows:

What are the suitable reading comprehension skills that tenth graders need to
develop?
To answer the question the researcher depended on different sources to construct a
checklist of reading comprehension skills through previous studies, English for
Palestine Curriculum and experts' opinions. The checklist includes (20) reading
comprehension skills that is divided into four main levels of reading comprehension;
the literal level, the interpretive level, the critical level and the creative level. Under
each main level, there is a list of sub reading comprehension skills.
The researcher introduced the checklist to a group of specialists including
supervisors of English language in addition to highly qualified and long experienced
tenth grade teachers. Respondents are asked to rate each item as follows: (1) very
important, (2) important, (3) not important for tenth graders.
The result of the checklist as appears in Table (4.1)

Table (4.1): Degree of importance of the four levels of reading comprehension skills
very
Skill Important not important Total
important
Literal 1 5% 3 15% 1 5% 5 25%
Interpretive 3 15% 1 5% 1 5% 5 25%
Critical 1 5% 2 10% 2 10% 5 25%
Creative 3 15% 2 10% 0 0% 5 25%
Total 8 40% 8 40% 4 20% 20 100%

66
 According to Table (4.1), the number of the very important skills is (8) at 40 %.
These skills were used when the researcher designed the pre and posttest.
The results of the checklist agree with most results of the previous studies that assure
the importance of these skills and the necessity to be developed. These skills are used
as the base for dealing with reading skills.

2. Answer to the second question:

The second question is stated as follows:

What are the suitable reflective thinking skills that tenth graders need to develop?
To answer the question the researcher depended on different sources to construct a
checklist of reflective thinking skills through previous studies, English for Palestine
Curriculum and experts' opinions. The checklist includes (13) reflective thinking
skills that is divided into four main levels of reflective thinking; the habitual action
level, the understanding level, the reflection level and the critical reflection level.
Under each main level, there is a list of sub reading comprehension skills.
The researcher introduced the checklist to a group of specialists including
supervisors of English language in addition to highly qualified and long experienced
tenth grade teachers. Respondents are asked to rate each item as follows: (1) very
important, (2) important, (3) Not important for tenth graders.

The result of the checklist as appears in Table (4.2)

Table (4.2): Degree of importance of the four levels of reflective thinking skills
very
Skill Important not important Total
important
Habitual action 2 15.3% 1 7.8% 0 0% 3 23.2%
Understanding 3 23.2% 2 15.3% 0 0% 5 38.3%
Reflection 1 7.8% 2 15.3% 0 0% 3 23.2%
Critical Reflection 2 15.3% 0 0 0 0% 2 15.3
Total 8 61.6% 5 38.4% 0 0% 13 100%
According to Table (4.2), the number of the very important skills is (8) at 61.6 % .
These skills were considered when the researcher designed the reading
comprehension and reflective thinking test.

67
The results of the checklist agree with most results of the previous studies that assure
the importance of these skills and the necessity to be developed. These skills are
considered as the base for dealing with the reflective thinking skills.

3. Answer to the third question:

The third question is stated as follows:

To what extent do advance organizers contribute to developing reading

comprehension and reflective thinking skills among tenth graders?
To answer the question, the researcher examines this question, means and standard
deviation of the experimental group. Results on the pre-test and post-test were
computed. The researcher used T-test paired samples statistics to measure the
significant differences and the following table illustrates:

Table (4.3): T- Test result of differences in the reading comprehension and reflective
thinking skills between the experimental group and the control group in the post-test
Std. Std.
Application N Mean t. value Sig
deviation errors
Experimental 43 21.53 3.92 0.599 3.51 0.001
Control 43 17.80 5.75 0.877
"t" table value at ( 84) df. At (0.05) Sig. level equal 1.99
"t" table value at ( 84) df. At (0.01) Sig. level equal 2.63
Result of table (4.3) indicates that the computed T. value is greater than the table T.
value in total score of the post test at level (α ≥ 0.01). This means that there are
statistically significant differences between the experimental and the control groups
in the reading comprehension and reflective thinking skills in favor of the
experimental group.
The mean of the experimental group on the post-test reached (21.53), while it was
(17.80) in the post-test.

68
Results of the first hypothesis

The first hypothesis is stated as follows:

There are no statistically significant differences at (α≤0.05) in the reading

comprehension posttest mean scores of the experimental group taught by advance
organizers and those of the control one taught by the traditional method.
To examine this hypothesis, means and standard deviation of both groups' results on
the post-test in the four levels (Literal, Interpretive, Critical, and creative) of reading
comprehension skills were computed. The researcher used Independent samples T-
test to measure the significant differences. Table (4.4) describes those results.

Table (4.4): T- Test result of differences in the reading comprehension and reflective
thinking skills between the experimental group and the control group in the post-test
Std. T, Sig. (t- Sig
Variable Application N Mean
deviation value tailed) level
Literal Experimental 43 3.139 1.28 3.71 0.00 0.01
Control 43 2.104 1.30
Interpretive Experimental 43 2.279 1.03 1.58 0.00 0.01
Control 43 1.930 1.00
Critical Experimental 43 2.744 1.16 0.89 0.00 0.01
Control 43 2.523 1.13
Creative Experimental 43 2.197 0.76 3.05 0.003 0.01
Control 43 1.767 0.51
Total Experimental 43 9.93 2.73 1.99 0.05 0.05
Control 43 8.70 2.74
"t" table value at ( 84) df. At (0.05) Sig. level equal 1.99
"t" table value at ( 84) df. At (0.01) Sig. level equal 2.63
Table (4.4) indicates that the T. computed value is equal T. table in the test which
means that there are significant differences at (α ≤ 0.01) level between the
experimental and the control groups in the four levels of reading comprehension
skills in favor of the experimental group. The mean of the experimental group reach
(9.93), whereas the mean of the control one was (8.70). This result indicates that
using advance organizers strategy is more effective and active than the traditional
method in developing reading comprehension.
To show the extent of advance organizers effect on the experimental group
achievement in the reading comprehension skills, the study applied the "Effect Size"
technique (see table) as a complement dimension of statistical significance,
depending on the following criterion of (Afana, 2000:38)

69
Table (4.5): Criterion of "Effect Size"
Scale Effect size
ŋ2 Small Medium Large
0.01 0.06 0.14
To measure the "Effect Size" of the advance organizers on the experimental group
achievement, the following formula was used (Afana, 2000:38)
ŋ2= t²+ df
t²
Table (4.5) shows the effect size of the advance organizers of the achievement.

Table (4.6): Criterion of "Effect Size"

Scale df. t. value ŋ2 Effect valume
Total 84 1.98 0.072 Medium
According to ŋ2 value shown in table (4.6), it is observed that the effect size of the
advance organizers is medium in the four levels of comprehension skills (Literal,
Interpretive, Critical, and Creative). This is owing to the techniques and activities
which introduced to the experimental group to develop the reading comprehension
skills, whereas these levels are neglected in the traditional method.

Results of the second hypothesis

The second hypothesis is stated as follows:

There are no statistically significant differences at (α≤0.05) in the reflective thinking

posttest mean scores of the experimental group taught by advance organizers and
those of the control one taught by the traditional method.
To examine this hypothesis, means and standard deviation of both groups' results on
the post-test in the four levels (Habitual action, understanding, reflection, and critical
reflection) of reflective thinking skills were computed. The researcher used
Independent samples T-test to measure the significant differences. Table (4.6)
describes those results.

70
Table (4.7): T – Test result of differences in the four levels of reflective thinking
skills between the experimental group and the control in the post-test
Std. T, Sig. (t-
Variable Application N Mean
deviation value tailed)
Habitual action Experimental 43 4.488 0.88 3.62 0.00
Control 43 3.651 1.23
Understanding Experimental 43 3.093 0.75 5.52 0.00
Control 43 1.837 1.28
Reflection Experimental 43 1.883 0.39 3.91 0.00
Control 43 1.441 0.62
Critical Experimental 43 2.139 0.98 3.51 0.001
Reflection Control 43 2.116 1.14
Total Experimental 43 11.60 0.26 4.237 0.00
Control 43 9.04 0.54
"t" table value at ( 84) df. At (0.05) Sig. level equal 1.99
"t" table value at ( 84) df. At (0.01) Sig. level equal 2.63
As shown in table (4.7) indicate that the T. computed value is greater than T. table in
the test which means that there are significant differences at (α ≤ 0.01) level between
the experimental and the control groups in the four levels of reflective thinking skills
in favor of the experimental group.
The mean of the experimental group reach (11.60), whereas the mean of the control
one was (9.04) this result indicates that using of advance organizers strategy is more
effective and active than the traditional method in developing reflective thinking
skills.
To show the extent of advance organizers effect on the experimental group
achievement in the reflective thinking skills, the study applied the "Effect Size"
technique (see table 4.7) as a complement dimension of statistical significance,
depending on the following criterion of (Afana, 2000:38)

Table (4.7): Criterion of "Effect Size"

Scale Df t. value ŋ2 Effect valume
Total 84 4.237 0.42 Large
According to ŋ2 value shown in table (4.8), it is observed that the effect size of the
advance organizers is large in the four levels of reflective thinking skills (Literal,
Interpretive, Critical, and Creative). This is owing to the techniques and activities,
which introduced to the experimental group to develop the reflective thinking skills,
whereas these levels are neglected in the traditional method.

71
Summary:

This chapter dealt with the study data analysis. The results of each question were
analyzed using different statistical techniques. It is obvious that there are significant
differences in improving reading comprehension skills and reflective thinking skills
between students in the experimental group and their counterparts in the control one
in favor of the experimental group. The results also indicate that students in the
experimental group were more aware of the reading comprehension skills and
reflective thinking skills. In addition, the class who learned reading comprehension
and reflective thinking by the activities and techniques of advance organizers became
more students centered than class who learned by the traditional way because there
are a lot of activities which activate students' advance organizers depend on the
students themselves.
According to the findings of the study, activating advance organizers help students
to comprehend better, and enhance students' reading comprehension ability and
reflective thinking ability.
In the next chapter, the researcher will discuss and interpret the result before drawing
conclusions and putting forward some suggestions and recommendations.

72
 Chapter 5
Findings, Discussion,
Conclusion, Pedagogical
Implication and
Recommendations

73
 Chapter 5
Findings, Discussion, Conclusion, Pedagogical Implication,
Recommendations

This chapter discusses the results of the study. It also concludes the findings and
introduces the pedagogical implications from the study results. In addition, it
involves suggestion and recommendations for further studies. Such suggestions are
expected to be beneficial for course designers, teachers of English tenth grade,
supervisors, students, educators. They could help improve teaching English language
in general and reading comprehension skills, reflective thinking skills in particular.

5.1 Findings

Based on the findings of this study, the following results were observed:
1. There are statistically significant differences at (α≤0.05) in the reading
comprehension posttest mean scores of the experimental group taught by
advance organizers and those of the control one taught by the traditional
method in favor of the experimental group.
2. There are statistically significant differences at (α≤0.05) in the reflective
thinking posttest mean scores of the experimental group taught by advance
organizers and those of the control one taught by the traditional method in
favor of the experimental group.

5.2 Discussion

This study conducted to investigate the effectiveness of advance organizers in

developing reading comprehension skills and reflective thinking skills among tenth
graders. So, the experiment was designed to determine if using the advance
organizers would develop the students' reading comprehension and reflective
thinking skills. Based on the findings of this study, the results showed that using
advance organizers had a significant effect on the students' levels of reading
comprehension and reflective thinking skills. Following is a more detailed discussion
of the study findings.

5.2.1 Discussion of the First Hypothesis Findings

 The research investigated the first hypothesis which examined if there are
statistically significant differences at (α≤0.05) in the reading comprehension
posttest mean scores of the experimental group taught by advance organizers
and those of the control one taught by the traditional method.

74
  Results indicated that the T. computed value is equal T. table in the test
which means that there are significant differences at (α ≤ 0.01) level between
the experimental and control groups in favor of the experimental group. In
addition, the mean of the experimental group reach (9.93), whereas the mean
of the control one was (8.70) this result indicates the effectiveness of advance
organizers in developing reading comprehension skills. In addition to that, the
effect size of the advance organizers was medium in the reading
comprehension skills. This means that the effect of the advance organizer was
significant. This medium effect may be due to the types of techniques and
activities, which introduced to the experimental group to develop the reading
comprehension skills.
 This result conforms with the findings of some previous studies as Eideh
(2010). Abdul-Majeed& Muhammad(2015). All these previous studies
confirmed using advance organizer to develop reading comprehension skills.

5.2.2 Discussion of the Second Hypothesis Findings

 The research investigated the second hypothesis which examined if there are
statistically significant differences at (α≤0.01) in the reflective thinking
posttest mean scores of the experimental group taught by advance organizers
and those of the control one taught by the traditional method.
 Results indicated that the T. computed value is equal T. table in the test
which means that there are significant differences at (α ≤ 0.01) level between
the experimental and control groups in favor of the experimental group. In
addition, the mean of the experimental group reach (11.60), whereas the
mean of the control one was (9.04) this result indicates the effectiveness of
advance organizers in developing reflective thinking skills. In addition to
that, the effect size of the advance organizers is large in the reflective
thinking skills. This means that the effect of the advance organizer was
significant. This large effect may be due to the types of the techniques and
activities which introduced to the experimental group to develop the
reflective thinking skills.

75
  This result assures to the results of the previous studies witch assured using
strategies to increase reflective thinking such as (Mohamed, 2016) suggested
a training program based on exploration in the development of reflective
thinking skills. Seifeddin, Ahmed & Ebrahim (2015) described a program
based on digital stories on second-year preparatory pupils' writing
performance and reflective thinking.

5.3 Conclusion
In the light of the study findings, it can be concluded that the current study proved
that using advance organizers was highly effective and successful in articulating
specific positive changes among tenth graders. Besides, advance organizers showed a
significant positive transformation in their comprehension and their thinking.
Based on the results obtained throughout the current study, it can be concluded that
advance organizers:
3. Advance organizers are proved to be more effective in developing and
enhancing students' reading comprehension skills and reflective thinking skills.
4. Advance organizers enhanced students' autonomy, and they became less
dependent on the teacher.
5. The use of advance organizers led to better comprehension and thinking of the
text.
6. It is found out those applying advance organizers strategies facilitated students'
comprehension and thinking, also work cooperatively in peers or groups.
7. Advance organizers added variety and enthusiasm to the English classes.
8. Advance organizers have superiority over the traditional method in learning
English reading comprehension skills and reflective thinking skills.
9. Advance organizers strategy provides the students with a better learning
environment, which affected their achievement and performance of English
language.
10. Advance organizers strategy allows students to reflect on their own
misunderstanding and take ownership of their learning.
11. Advance organizers strategy is very effective in motivating shy students
towards participation and interaction.
12. It is clearly stated that there is a strong link between advance organizers and the
development of the identified reading comprehension skills and reflective
thinking skills.

76
5.4 Pedagogical Implications
The pedagogical implication of the results of the present study suggests that:
1. The use of advance organizers has the capability to enhance students'
achievement, foster a positive attitude and also influences students' perception
of the classroom environment. Therefore, teachers should be encouraged to
embrace the use of this new approach.
2. Using advance organizers in the teaching-learning process encourages students
to be active and motivated when doing an activity.
3. Advance organizers create a relaxed and enjoyable teaching and learning
atmosphere because it reduce stress and inflexibility.
4. The study has also demonstrated the great potential of the use of advance
organizers in promoting reading comprehension skills and reflective thinking
skills.
5. Teacher should be aware of their students' needs and abilities and choose the
suitable techniques for activating advance organizers before the lessons.
6. Teacher should avoid teacher-centered classes and encourage student-centered
class.
7. Teacher should be cognizant of the technique of activating advance organizers.
8. Teacher should be cognizant of the levels of reading comprehension skills and
reflective thinking skills.
9. Students should be familiar of the language learning strategies and convinced of
the value of the systematic use of those strategies.
10. Teacher and students should convinced of the importance of activating advance
organizers to develop reading comprehension skills and reflective thinking
skills.

5.5 Recommendations:
In the light of the results, the researcher recommends that:
5.5.1 Recommendation to the Ministry of Education and
supervisors:
1. Course designers should conduct workshop that aim at activation advance
organizers for the teachers.
2. Improving and enriching the teacher's guide with activities and techniques,
which activate and develop advance organizers through organizing
workshop and courses.
3. Supply teachers with instructional material, which improve their awareness
of advance organizers and its importance in developing reading
comprehension skills and reflective thinking skills.

77
 4. Hold training courses for teachers about implementing advance organizers
in their classes through used various activities.
5. It is important that educators begin to shed lights on reading comprehension
skills and reflective thinking skills in the context of the students' relevant
advance organizers.

5.5.2 Recommendations to English language teacher:

English language teachers are recommended:
1. Teachers should use a various learning sources and techniques that enrich
students' experiences and contribute to facilitating their absorption.
2. It is very necessary for teachers to pay attention to the reading
comprehension skills and their levels and reflective thinking skills and their
levels to enrich their abilities in teaching.
3. Teachers help learners use English language in "Life-like" situation to
improve advance organizer strategy.
4. Urge students to practices reading comprehension skills and reflective
thinking skills inside the teaching sessions because the more the practice,
the more achievement and command of language will occur.
5. Teachers should help students become more aware of the fact that reading
and reflective thinking are a highly interactive process.
6. English language teachers should be trained to activate students' advance
organizers to develop reading comprehension skills and reflective thinking
skills.
7. Teachers are recommended to select the reading comprehension paragraphs
according to the students' background knowledge and comprehension as
well as their needs and interests.

5.5.3 Recommendations for further studies:

The researcher suggested the following recommendations for further studies:
1. Investigating the effectiveness of using the advance organizers to develop
the other skills (listening, speaking and writing)
2. Conducting studies based on advance organizers to develop English reading
comprehension skills and reflective thinking skills for the lower and
advance graders.
3. Investigating the effectiveness of metacognitive strategy to develop the
following skills (listening, reading, speaking and writing)
4. Investigating the effectiveness of critical reading strategy to develop the
following skills (listening, reading, speaking and writing)
5. Investigating the effectiveness of using advance organizers on developing
students' critical thinking.

78
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79
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Appendix

83
 Appendix 1: Checklist

Checklist for reading comprehension skills and checklist for reflective thinking
skills

An Invitation to fill a Checklist of reading comprehension skills and a Checklist

of reflective Thinking Skills.

Dear teachers of English language,

The researcher is conducting a study, entitled "The Effectiveness of Advance
Organizers in Developing Reading comprehension skills and Reflective Thinking
Skills among Tenth Graders " to obtain a Master's Degree in Curriculum & English
Teaching Methods.
This study aims to examine the effectiveness of advance organizers in developing
reading comprehension skills and reflective thinking skills among tenth graders.
The gathered information from this checklist of reading comprehension skills and
reflective thinking skills will be used for research purposes aiming to design reading
comprehension skills checklist and reflective thinking skills checklist to develop
reading comprehension skills and reflective thinking skills among tenth graders at
Al- Haj Mohammed AL- Najar secondary school (male students) in the
governmental schools at Khanyounis, and come out with concrete conclusions and
recommendation. This checklist of reading comprehension skills and reflective
thinking skills is going to be used by a Focus of expert and teachers of English
language. It is useful to write the main reading comprehension skills and reflective
thinking skills needed in the tenth graders to develop their abilities in reading and
thinking. This will be a precious opportunity to benefit from your valuable
experience.
Thanks in advance.
The Researcher/
Mousa Kamal Abu Nemer.

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 Checklist of reading comprehension skills
Degree of
No Reading comprehension Skills
importance
A The Literal level "Read and understand exactly what is on the page" 1 2 3
1 Identify components and format of personal letters.
2 Skim for gist or general impression of text or graphics.
Scan for specific information from texts and realia (schedule,
3
calendar ads, menu, travel information and tickets).
4 Develop awareness about synonyms and antonyms.
5 Develop awareness of semantic fields (word mapping)
B The interpretive level "Read between the lines"
6 Interpret information presented in diagrammatic display
7 Deduce meaning of unfamiliar words from context.
8 Read familiar material with correct pronunciation and intonation.
9 Summarize reading text.
10 Distinguish main idea from supporting details.
C The critical level "Read beyond the lines"
11 Distinguish fact from opinion.
12 Answer factual, inferential, judgment or evaluation question.
13 Recognize rhetorical markers and their functions.
Use illustrations, graphs, and titles from the text to make
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inferences.
15 Constructing an image of what is read by writing and drawing.
D The creative level "Read beyond the lines"
16 Generate questions about reading text.
17 Infer mood and author's attitude or tone.
18 Make predictions about reading text.
19 Draw new titles for the text.
20 Speculate about the text.

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 Checklist of reflective thinking skills
Degree of
No Reflective thinking Skills
importance
A Habitual action 1 2 3
1 Preparing portfolio.
2 Relating what learnt with your reality.
3 Constructing concepts maps for the lesson.
B Understanding
4 Discussing the lesson orally in groups.
5 Participating in discussions.
6 Relating the new lesson with previous lesson.
7 Concentrating on the ideas of lesson orally.
8 Performing the lesson ideas and tasks practically.
C Reflection
9 Identifying and analyzing problem- solving situations.
10 Generating different new question and answers
11 Making decisions consciously and carefully.
D Critical Reflection
12 Making notes about a text.
13 Summarizing the text briefly.

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 Appendix 2: Pre posttest of reading comprehension skills and reflective
thinking skills
Dear referee,
The research is conducting a study thesis, entitled "The Effectiveness of
Advance Organizers in Developing Reading comprehension skills and Reflective
Thinking Skills among Tenth Graders " to obtain a Master's Degree in Curriculum &
English Teaching Methods.
The aim of this study is to examine the Effectiveness of Advance Organizers in
Developing Reading comprehension skills and Reflective Thinking Skills among
Tenth Graders. One of the requirements of this study is to construct a pre-post test in
the light of the table of specifications.
Because of the importance of your opinion and experience, you are kindly requested
to referee the test that follows and show the appropriateness of its different items by
ticking (√) the appropriate box in checklist below.

Thanks for your kind help and cooperation

No Item High Average Low
1 The test items reflect the objectives.
2 There is coherence between the test items and
table of specification.
3 The test items suit tenth graders' level.
4 The test items adequately cover the chosen unit.
5 The allocated time is suitable.
Any further comments are highly appreciated.
----------------------------------------------------------------------------------------
Name of the referee/ -----------------------------------------------
The degree/ ---------------------------------------------------------------
The Researcher/
Mousa Kamal Abu Nemer.

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 Pre posttest of reading comprehension skills and reflective thinking skills:
Tenth Grade
Time: 1 hour 30
Name: ……………. Class: …………… Date: ………………

Read the passage and answer the question below:

Read the following passage and answer the questions below:
Today, I have an appointment with Dr. Adnan Maqdisi, Director of the Jericho Farm
Research Centre. I'm going to interview him about their work. I drive past fields of
fruit and vegetables to reach the center. There, Dr. Maqdisi welcomes me and
immediately says: "First, I'm going to show you round. Let's go". I can see this is
going to be a busy day. Soon, we're in a large science lab and I see scientists in white
coats hard at work. Then, we pass through a warehouse and I notice various farm
products- onions, tomatoes, oranges, beans and carrots. "I'll show you something".
He says. We are experimenting with different kinds of tomato here. We're
developing new kinds that will grow well in hot, dry conditions. When we pick them,
we're going to test them in different ways. We're going to weigh them and check for
quality and also for diseases".
Later in his office, I ask Dr. Maqdisi why they are doing all this. He points to a
human population chart on the wall. Look, he says in 1900, there were 1.5 billion
people, but then the world went mad. Now there are over seven billion and by 2050
we predict that there'll be over nine –nine billion mouths to feed every day.
And, he goes on, Earth's climate is changing. We're certain now that many regions
will become too dry for traditional crops. We'll have to produce more food with less
good farmland.
Now I understand. So you're developing new crops to help farmers produce in harder
conditions – and produce more. Are you succeeding?
Yes, Dr Maqdisi says, we're having some important successes. If you like, I'll take
you for lunch in our canteen and you can taste a few!

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Question 1: Answer the following questions according to the passage
(8 marks)
1. What kind of crops are they developing?
--------------------------------------------------------------------------------
2. How are they going to test the new crops?
--------------------------------------------------------------------------------
3. Why are scientists developing new crops?
--------------------------------------------------------------------------------
4. Do you think that scientist will be able to feed the increasing population in
2050?
--------------------------------------------------------------------------------
5. What do the following words refer to:
A. There (line 3): …………… B. them (line 11): ………....
Question 2: Get from the passage the synonyms of: (2 marks)
1. Realize -----------------
2. Improving ----------------------
Question 3: Get from the passage the opposites of: (2 marks)
1. Free---------------------------
2. Different---------------------------
Question 4: Complete these notes about Jenan: (7 marks)
A) Place: …………………………..
B) Appointment with……………...
C) Job: …………………………….
D) Place visited……………………
H) Population in 2050: ………………………….
I) Steps of developing new kinds of crops:
1……………………………………………………………………..
2……………………………………………………………………
Question 5: Decide whether the following statements are true (T) or false (F):
(2 marks)
1. Jenan saw scientists in white coats don’t work. ( )
2. They are developing new crops that will grow in hot, dry conditions. ( )

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 Question 6: Guessing the words meaning from text: (2 marks)
1. A large dining room:
A) Bed house b) warehouse c) canteen d) shop.
2) Trying different ideas:
a) Developing b) improving c) doing d) experimentally
Question 7: Complete the following sentences using the words in the box:
(3 marks)
(Farmland – director – appointment - products).
1. Who's the ----------------------- of the Farm Research Centre?
2. You have a very large area of-------------------------don’t you?
3. Hello. I'm Alan Snow and I have an--------------------with Dr Rania Badawi.

Question 8: Guessing and imaginable answers: (4 marks)

1. How old will you be in 2050?
---------------------------------------------------------------------------------------
2. Suggest a suitable title for the passage?
----------------------------------------------------------------------------------------

Good luck

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 Appendix 3: Referee Committee for study tools

No Name Qualification Institute

1 Prof. Awad Keshta Ph. D Methodology Islamic University of gaza
2 Prof. Ezzo Afanan Ph. D Methodology Islamic University of gaza
Prof. Abdel Mo'te Al Ph. D Methodology Islamic University of gaza
3
agha
4 Mr. Maged Salah M.A. education Khanyounis Directorate
5 Mr. Riyad El. Farra M.A. education Khanyounis Directorate
Mr. Haider Abu B.A. education Khanyounis Directorate
6
Shaweesh
7 Mr. Rola El. Farra B.A. education Khanyounis Directorate
8 Mr. Yahya AL Agha M.A. education Khanyounis Directorate
9 Dr. Ayman Abu El Enein Ph. D Methodology Mohamed El Najjar School

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Appendix 4: Permission Received from The Islamic University of Gaza

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