The Effect of an Instructional Program Based on the Semiotic Theory on Improving Reading Comprehension Skills, Among Eleventh Grade Female Students in Jordan

Abstract

This study aimed at investigating the impact of an instructional program based on the Semiotic theory on improving reading comprehension skills of eleventh grade female students in Jordan. The sample of the study consisted of 52 student at Om Katheer School. Students were randomly distributed into two groups. The researcher developed the instructional program and the reading comprehension test, which was validated by a group of experts. Reliability of the test was established via re-test. The experimental group were instructed using the developed instructional program, while the control group was instructed using the conventional method. To respond to the questions of the study, means, standard deviations, and MANCOVA test were computed. Results showed statistically significant differences at(α= 0.5)between the two groups which can be attributed to the instructional program at all reading comprehension levels in favor of the experimental group. The study recommended adopting the proposed instructional program based on the semiotic theory developed for the purposes of the current study to teach reading comprehension texts to eleventh grade female students.