awej 5 no.4 full issue 2014

AWEJ Volume.5 Number.4, 2014Reflections on Reading Studies done by M.A Students at Al- UniversityBELMEKKI & IBRAHIMIDridand Reading SpeedSubjects: One hundredtwenty seven first-yearSaudi female universitystudents participated inthe study.an extensive reading approach,while the other one (control)was exposed to an intensivereading approach. Pre & posttestswere also used to collectthe data.Hamdanspeed post- tests than thecontrol group did.5- Al-Qahtani(2011)Title: Learning EFLVocabulary throughExtensive ReadingSubjects: Sixteen femalefreshmen universitystudents responded to thestudy instrument.The participants were asked toread three graded readers,every week and submit asummary of it as a follow-upactivity. After the treatment,they took a post-test that wasused first as a pretest in orderto measure their progress onreading and vocabulary.The findings showed that 14out of the 16 participantsscored higher on the post-teston both vocabulary andreading than on the pre-test.The conclusion was themmade that the two skills areinterrelated and helpenhancement of each otherreciprocally.6- Al-Otaibi(2011)Title: AcquiringVocabulary through theExtensive Reading ofGraded ReadersSubjects: Fifty femalestudents in a secondaryschool in Riyadh studyingin the third grade wereinvolved.7- Al-Awaad(2011) Title: IncidentalVocabulary Acquisitionthrough ReadingSubjects: 56 female thirdgrade intermediatestudents participated inthis study.8- Al-Adaghiri(2012)Title: the effectiveness ofreading on grammarmasterySubjects: Eighteenfreshman female studentssigning in an EnglishDiploma program atPrincess Nora UniversityThe subjects were assigned intwo groups, an extensivereading group treated with alarge amount of vocabularythrough the extensive readingfor two months, and a controlgroup who did not receive anyextensive reading. Two tests ,a pre-test and a post-test wereadministered to measure thestudents’ progress.The participants were assignedinto two groups: a controlgroup, and an experimentalgroup. The experimental groupparticipants were asked to readsilently and with no teacherinterference, while the controlgroup was taught vocabularyin the conventional method.The participants were assignedinto two groups: a controlgroup, and an experimentalgroup. Teachers assigned tothe experimental group areading material thathighlighted hot- spot ofgrammatical issues, while thecontrol group received notreatmentThe findings showedsignificant differences of theparticipants’ scores on thepre& posttests in favor of theexperimental group.The results of the testsrevealed positive vocabularyacquisition and retention infavor of the experimentalgroup due to the readingtreatment.Students participating in thestudy showed positiveattitudes toward integratingreading instruction intogrammar education as readingimproved their grammarperformance.Arab World English JournalISSN: 2229-9327www.awej.org493