الفهرس 
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Abstract
Chapter Five
Summary, Conclusions & Recommendations
This chapter presents a summary of the study results, conclusions, recommendations and suggestions for further studies.
5.1. Summary
In spite of the importance of EFL reading comprehension skills, there is a lack in reading comprehension skills in English language among first year secondary school students. Thus, the study attempted to answer the following main question: ”What is the effectiveness of the DR-TA strategy and semantic mapping strategies in developing first year secondary school students’ reading comprehension skills?”
The participants of the present study comprised two experimental groups each N= 35 and a control group (N = 35). All participants were from School EL Kanater Secondary School. The instruments comprised: a reading comprehension skills checklist and a pre-post reading comprehension test. The study results revealed that there were statistically significant differences between the mean scores of the control and the two experimental groups on the post test in overall reading comprehension in favour of the two experimental groups. There were also statistically significant differences between the mean scores of the two experimental groups and the control group on the post –test in (literal, inferential, critical and creative) reading comprehension skills in favour of the two experimental groups. The results proved semantic mapping and directed reading thinking activity (DRTA) strategies were effective in develop the EFL reading comprehension skills of the participants.
5.2. Conclusions
The results of this study revealed that semantic mapping and DRTA strategies can develop students’ overall reading comprehension
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skills. Also, these strategies can develop (literal, inferential, critical and creative) reading comprehension skills of the students. The students in the two experimental groups who were taught through using the suggested Semantic Mapping and DRTA strategies program achieved higher levels of performance because those pupils were provided with the opportunity to learn the content of the program using different steps and activities included in this program.
The present study may contribute to the growing body of research on the effectiveness of Semantic Mapping (SM) and DRTA strategies. It can be concluded that using such these strategies could develop students’ overall reading comprehension skills. Also, these strategies could develop (literal, inferential, critical and creative) reading comprehension skills of the students. Moreover, SM and DRTA strategies were effective in encouraging the students to study the English course book.
5.3. Recommendations
In the light of the findings of this study, the following recommendations could be suggested:
Metacognitive strategies are recommended to be an integral part of reading instruction.
Semantic Mapping and DRTA strategies should be used by English language teachers in the teaching of English reading comprehension texts.
More attention should be paid to pre-reading activities to activate the student readers’ pre-existing relevant schemata from their long-term memory.
Educators and English teachers should design reading projects that illustrate the similarities and differences between reading comprehension skills and the levels required.
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Semantic Mapping and DRTA strategies should be included in the school curriculum (textbooks and guidebooks).
Students need and environment that promotes reading and provides opportunities for individuals to work together in creating Semantic Maps and using DRTA strategy.
Students need modeling for teaching reading by using the Semantic Mapping and DRTA strategies; therefore, teachers should familiarize students with these strategies by providing them with some models of maps and charts.
There should be extensive training programs for teachers for dealing with reading problems of the secondary stage students.
Suggestions for Further Research
Investigating the effect of both Semantic Mapping and DRTA strategies on other language skills, writing, speaking and listening among secondary stage pupils.
Designing similar programs based on semantic mapping and DRTA strategies for students at different stages (primary, preparatory and university).
Investigating the impact of these strategies on other variable such as reading awareness, reading interests, creative thinking, critical thinking and self conception.
Investigating the effectiveness of other instructional strategies based on schema theory in developing students’ reading comprehension