الفهرس 
CHAPTER I: THE PROBLEM AND ITS SIGNIFICANCEOnly 14 pages are availabe for public view
 |  | from | 437 |  |  |
| | | from | 437 | | |
Abstract
The ultimate aim of this study was to determine the effect of Shared reading vs. parallel reading for developing some EFL argumentative writing skills and deep understanding among secondary schoolers. The participants of this study were seventy- five EFL students from Badr Secondary School for Girls in El Beheira Governorate. They were randomly selected and divided into three groups with twenty- five students each: a control group; a shared reading group and a parallel reading one. The study adopted the pre- post control/ experimental group design. A pre- post Argumentative writing skills test and a pre- post deep Understanding skills test were developed by the researcher and used as the instruments of the study. The three groups were pre-tested using the assessment instruments. Then, the experimental groups were taught by using shared reading and parallel reading strategies while the control group was taught by regular way of teaching. The three groups were post- tested using the same instruments. Data collected were statistically analyzed through using t-test for paired samples, the effect size, ANOVA and scheffe test. The results of the study showed a significant difference between the mean scores of the control group and the mean scores of the two experimental groups on the posttests in favor of the experimental groups. These results revealed that shared reading and parallel reading strategies had a significantly positive effect on developing some argumentative writing skills and some deep understanding skills of first year secondary schoolers. In terms of the study findings, proper recommendations and pedagogical implications have been addressed.
Key words: shared reading, parallel reading, argumentative writing, deep understanding