الفهرس 
Review of Literature and Related StudiesOnly 14 pages are availabe for public view
 |  | from | 384 |  |  |
| | | from | 384 | | |
Abstract
This chapter presents a summary of the results, methodology, discussion, limitations, pedagogical implications ,recommendations and suggestions for further research .
5.1 Summary of the Results
The results showed that there were statistically significant ,differences between the mean scores of the experimental groups students and those of the control group students in the reading/writing post - test in favour of the scores of the experimental groups students. The results showed also that there were statistically significant differences between the mean scores of the reading/writing pre-post tests of the experimental groups in favour of the post- test scores.
5.2 Methodology
Design
The current study used the quasi -experimental design to investigate effect of the proposed program which is based on On strategies of Round House diagram and Concept maps on developing the prep students’ English reading and writing proficiency. In the present study, Three classes were selected randomly in order to represent the experimental and the control groups. The experimental groups students received the instruction through the proposed program. On the other hand, the control group students received regular instruction. Moreover, a pre-post test was administered to the two groups.
Participants
Participants:
Participants of this study were 60 students at the Seventh grade in ALqasar School in ALqasar District. The participants were selected randomly from the second term of academic year 2016/2017. They were assigned into two groups : an experimental groups and a control one. Each group consisted of 20 students. The age of those students ranged from 13-14 years.
Study Instruments
The Reading skills Checklist.
The rationale for developing a reading skills checklist was to determine the most important reading skills necessary for the Seventh grade students Based on this checklist, the reading! writing skills pre-post test was designed by the researcher.
The Writing Skills Checklist.
The rationale for developing a writing skills checklist was to determine the most important writing skills necessary for the Seventh grade students, Based on this checklist, the reading/writing skills pre-post test was designer ” by the researcher.
The Reading/Writing Skills Test.
Based on reading and writing skills checklists, the researcher developed reading/writing skills test. The test was used as a pre-post instrument to assess the reading/writing skills of the experimental and control group, students before and after administering the program and consequently to investigate the effect of the program. Scoring Rubric.
This rubric was prepared by the researcher to provide the rater with clear and accurate standards on which she can depend to rate the test. This rubric prevents to any of the participants. It is a guideline that can be used to provide consistency in evaluating student work. It helps the raters to give . almost consistent scores. It provides a measurement system for specific tasks.
The benefits of using a rubric are creating a more objective method of scoring and identifying specific criteria to evaluate students.
Satisfaction Questionnaire
This questionnaire was prepared by the researcher in order to measure the participants’ satisfaction with the program and assess, how much the program was successful. This questionnaire was administered after .the end of the program on the experimental groups only.