The role of teaching supplementary readers on promoting reading comprehension skills in Sudanese secondary schools students’ Performance
Taj Edin Othman Mohammed Salih, Dr. Abdulgadir Mohammed Ali Adam, Dr. Muntasir Hassan Mubarak Alhafian
The main purpose of this paper is to investigate the role of teaching supplementary readers on promoting reading comprehension skills in Sudanese secondary schools students’ performance who study English as a foreign language. The researcher adopted descriptive analysis in his study. The method used by the researcher to collect data was mainly test. The study consisted of fifty one secondary school students. The experiment took place in Northern Sudan. The students were chosen from twodifferent Sudanese secondary schools in Northern Sudan, for the academic year (2017-2018). Thirty out of fifty one students studied supplementary readers for a complete year and the rest (21) students did not study supplementary readers for the same period. Students test was given to secondary school students. A statistical analysis was carried out to find out the relation between teaching supplementary readers and its role in promoting the students’ performance. The data of the study were analyzed by using the statistical package for the social sciences (SPSS). The findings of the study indicated that there is a positive statistical significant relation between the study of supplementary readers and the standard of the students in English. On the other hand, the students who studied supplementary readers scored higher marks in the test that contained the same questions and took the same time for both students, compared with those students who did not study supplementary readers. That is to say a supplementary reader teaching has a positive effect in learning English language. In the light of these findings, it is recommended that, teachers of English language should use supplementary readers for the purpose of developingstudents’ reading comprehension skills.Moreover, teachers of English are also recommended to teach English through literary texts.