The effect of the listening triangle strategy on developing reading comprehension levels among sixth-grade students

Abstract

This study aimed to investigate the effect of the Listening Triangle Strategy on developing reading comprehension levels (critical, appreciative, and creative) among sixth-grade students in the Busaira District. The quasi-experimental approach was employed with two groups: the experimental group, consisting of 21 students who were taught using the Listening Triangle Strategy, and the control group, also consisting of 21 students who were taught using traditional methods. After ensuring the validity and reliability of the study tools, represented by the reading comprehension checklist and test, the study was conducted at the beginning of the first semester of the 2024/2025 academic year. The reading comprehension test was applied pre- and post-study to measure the effect of the Listening Triangle Strategy on both groups. The results revealed statistically significant differences between the pre- and post-application of the reading comprehension test in favor of the experimental group, indicating a noticeable effect of the Listening Triangle Strategy on developing reading comprehension levels (critical, appreciative, and creative). The study recommended incorporating the Listening Triangle Strategy into the teaching of reading comprehension texts and including practical models of strategy in Arabic language teacher training programs, particularly for teaching reading comprehension skills.