The Effect of Repeated Reading Strategy on Comprehension Among Grade Four School Students

Abstract

This study essentially investigates the impact of RR on the reading comprehension of grade four students in the North Batinah governorate: namely in Al Khabourah. This was an 8-week study that investigated the impact of repeated reading on the reading comprehension of grade four students in a school at Al Khabourah in Al Batina North Governorate in the Sultanate of Oman. The study sample consisted of 61 grade four students, and they were divided into control and experimental groups as it was a quasi-experimental design study. The sample was divided into a control group of 30 students, who were taught normally, while the experimental group included 31 students, and they studied using the repeated reading strategy. The research instruments included pre and post-tests. All instruments were validated by a group of experts. The inter-consistency was calculated by using alpha Cronbach and the reliability factor reached r=0.74. The research findings revealed statistically significant differences in reading comprehension in favour of the experimental group. At the same time, the results also revealed no statistically significance differences between male and female students within the experimental group. In light of these results, the study makes suggestions and offers recommendations.