الفهرس 
AcknowledgementsOnly 14 pages are availabe for public view
 |  | from | 368 |  |  |
| | | from | 368 | | |
Abstract
The purpose of the study is twofold:(a) to examine the effect of a reader-response based program on Al-Azhar first-year secondary school students’ reading comprehension and (b) to investigate such students’ attitudes towards literature reading as influenced by the program. The study participants consisted of 27 Al-Azhar first-year secondary school female students enrolled in Al-Quseya Institute for Girls, Assuit governorate. The study employed the quasi-experimental one-group pretest-posttest design. Two assessment tools; namely the Reading Comprehension Test and the Literature Reading Attitude Scale, were utilized to measure the effect of the Reader Response Based Program. The data collected were analyzed using the Wilcoxon Signed Rank test. Results showed progress in both reading comprehension and literature reading attitude. However, students failed to improve in two reading comprehension sub-skills, namely inferring the main idea and interpreting figurative language and new vocabulary. It is recommended that reading instruction be humanized through the integration of the cognitive and affective aspects of reading. More research is needed to study the potential horizons for the reader response in language teaching and learning. There is also a need to enlarge the sample to enhance the generalizability of the results.
Keywords: reader response, reading comprehension, literature reading attitude