الفهرس 
Chapter 1: Introduction and Study ProblemOnly 14 pages are availabe for public view
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Abstract
5.1.1. study attempted to develop some EFL creative reading skills among first year secondary stage students. This was achieved through the Higher-order Questioning techniques. 5.1.2. Statement of the Problem:
There are some EFL creative reading difficulties associated with
classroom behaviors. These difficulties affect and influence the verbal
and non verbal spontaneity of reading. There are some tendencies to treat
these difficulties. Thus the present study is an attempt to answer the
following questions:
1. What are the EFL creative reading difficulties encountered by the
secondary stage students?
2. What is the suggested program for treating these difficulties?
3. What is the effectiveness of that program in treating these
difficulties?
5.1.3. Tools of the Study:
To fulfill the purpose of the study, the researcher prepared the
following tools:
1. A creative reading pre-test to diagnose some EFL creative reading
difficulties encountered by first year secondary stage students.
2. A creative reading post-test to measure the effectiveness of the
program.
3. A creative reading skills checklist designed by the researcher. 5.1.4. Research Limitations:
1. This study is confined to a group of First year secondary school
students.
2. This study is confined to the course of First year secondary school
students.
3. This study is confined to:
a. Fluency skills:
-Generating as many words as possible from the spelling of
given words.
-Generating as many words as possible related semantically
to given words.
-Suggesting as many as possible titles to the text .
b. Flexibility skills:
-Putting the incidents of a story in the correct order as they
happened.
-Producing as many questions as possible about
information that are not mentioned directly in the text.
-Deducing characteristics of objects and expressing
opinions.
c. Originality Skills:
- Giving as many unusual reasons as possible for an
incident.
-Giving new strange names to the characters of the story.
-Predicting as many unusual endings to the story.
The study is confined to these three creative reading skills due to
the weakness of students in these three skills.
5.1.5. Sample of the Study:
The sample enrolled in the present study is first year secondary stage students in Quesna Secondary School for Boys, Quesna, Menoufiya
governorate. It is comprised of (25) students.
5.1.6. Procedures of the Study:
The procedures used in the Higher-order Questioning techniques
were as follows:
1. Reviewing the related studies and literature.
2. Preparing a list of EFL creative reading skills.
3. Presenting this list to a jury to validate it.
4. Modifying the list according to the jury’s opinions.
5. Designing the creative reading pre-test and the creative reading
post-test .
6. Presenting the two creative reading tests to a jury to validate them.
7. Modifying the two creative reading tests according to the jury’s
opinions.
8. Preparing the principles, criteria and guidelines for the suggested
program.
The program was based mainly on the Higher-order Questioning
techniques.
steps. This was practised through three main stages: Pre-reading
stage, during reading stage and post-reading stage. Each stage included
different activities as follows:
- Activities which deal with generating as many words as possible
from the spelling of given words.
- Activities which deal with generating as many words as possible
related semantically to given words.
- Activities which deal with suggesting as many as possible titles to
the text .
- Activities which deal with putting the incidents of a story in the
correct order as they happened.Activities which deal with producing as many questions as possible
about information not mentioned directly in the text.
- Activities which deal with deducing characteristics of objects.
- Activities which deal with giving unusual reasons for an incident
that happened in the story.
5.1.7. The Findings
The findings of the study revealed that:
1. The Higher-order Questioning techniques are more effective in
developing students’ fluency skill.
2. The Higher-order Questioning techniques are more effective in
developing students’ flexibility skill.
3. The Higher-order Questioning techniques are more effective in
developing students’ originality skill.
4. The Higher-order Questioning techniques are more effective in
developing students’ total creative reading skills.