الفهرس 
The Research ProblemOnly 14 pages are availabe for public view
 |  | from | 271 |  |  |
| | | from | 271 | | |
Abstract
The study aimed to evaluate and develop critical reading skills for 3rd year preparatory stage pupils. It included two stages: evaluation, and development. First, an evaluation checklist was designed to evaluate the extent to which the textbooks are effective to enhance critical reading. Preparatory stage teachers (n=31) responded to the checklist. Descriptive statistics was used. Accordingly, the development stage included designing an interactive digital storytelling to provide directions and questions to the pupils to enhance critical reading skills. The effect of the environment on pupils’ achievement was examined using the quasi-experimental method. Preparatory stage pupils (n=56) were randomly selected and divided into two groups; an experimental group (n=29) and a control one (n=37). A critical reading test which included short answer items was constructed. The pretest was administered to the two groups which showed that the two groups are equivalent. The experimental group studied the storybook using an interactive digital storytelling environment while the control group studied the readers book in a traditional way. The posttest was administered to the two groups. Independent sample t-test for comparing the two groups’ mean score was used. Findings showed (53%) the textbooks are in effective to enhance critical reading. Moreover, results revealed the experimental group achieved more progress than the control one on overall critical reading test scores.
Key words: evaluation - critical reading - digital storytelling