الفهرس 
Background and problemOnly 14 pages are availabe for public view
 |  | from | 171 |  |  |
| | | from | 171 | | |
Abstract
This study has been implemented to measure the effect of a critical
literacy-based program on enhancing EFL learner’s reading of fictional
texts throughout enhancing the skills of challenging the text, exploring
identities, and seeing beyond bias. The study was implemented on 30 EFL
students between the ages of (9-10). Also, the study aimed at answering
the following questions:
4) What are the critical literacy skills needed for EFL learners to
enhance their reading of fictional texts?
5) What are the reading activities based on critical literacy that can
enhance critical EFL learners’ reading of fictional texts?
6) What is the effect of a critical literacy-based program in enhancing
EFL students’ critical reading of fictional texts?
Moreover, this study used Reading Fictional Texts pre-post-test, reading
fictional texts rubric, and reading fictional texts self-assessment
questionnaire as tools of collecting data.The study findings
the present study proved the following results:
1- There is a statistically significant difference between the mean
scores of the study participants in the pre and post-test in terms of
critical reading of fictional texts as the main skill in favor of posttesting at the level of (0.01).
2- There is a statistically significant difference between the mean
scores of the study participants in the pre and post-test in terms of
challenging the text in favor of post-testing at the level of (0.01).
3- There is a statistically significant difference between the mean
scores of the study participants in the pre and post-test in terms of
exploring identities in favor of post-testing at the level of (0.01).
4- There is statistically significant difference between the mean scores
of the study participants in the pre and post-test in terms of seeing
beyond bias the text in favor of post-testing at the level of (0.05).