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Abstract
The current study aimed at investigating the effectiveness of a suggested enrichment program based on Sternberg’s successful intelligence theory in developing critical reading skills as well as the reading motivation of the gifted students at the preparatory stage. The study had an experimental - control group, pre-posttest design. Participants were selected and randomly assigned to an experimental group or a control one (eleven students each). For the purpose of the study, a suggested SIT-based enrichment program, a critical reading test, and a reading motivation scale were designed and validated. The students of the experimental group were taught by means of the suggested SIT-based enrichment program, while the control group students were taught according to the teaching steps outlined in the Teacher’s Guide issued by the Ministry of Education. Statistical analysis revealed that the gifted students of the experimental group significantly surpassed those in the control group in the critical reading skills as well as in their reading motivation. There were statistically significant differences between the mean scores of the two study groups in the post assessment of their critical reading skills and their motivation to read in English as a foreign language. Recommendations for language instructors, curriculum designers, and gifted education are provided along with suggestions for further research in this respect.