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Abstract
The present study aimed at investigating the effectiveness of a strategy based on the Language Experience Approach in developing the reading comprehension skills and vocabulary of second year preparatory stage students.
Two second year preparatory classes were randomly selected from Taba Preparatory School for Girls, in the academic year 2008-2009. One class was taught through a strategy based on the Language Experience Approach to represent the experimental group and the other class received regular instruction to represent the control group. Two pre/post tests, a reading comprehension test and a vocabulary one, were given to both groups before and after the treatment.
The results provided support for the hypotheses of the study and showed evidence that there were statistically significant differences at 0.01 level between the mean scores of the experimental group students and the control group students on the reading comprehension and vocabulary post-tests in favor of the experimental group. And, it showed improvement in the experimental group students’ performance on the reading comprehension and vocabulary pre-post tests in favor of the post-tests. Besides, there was a positive correlation, statistically significant at 0.01 level between the scores of the experimental group on the reading comprehension posttest and their scores on the vocabulary posttest.
It was concluded that the strategy based on the Language Experience Approach proved to be effective in improving second year preparatory stage students’ reading comprehension skills and vocabulary.