English abstract
This study investigated the effect of using graded readers reading cards on reading performance and reading motivation on Omani 10" graders male students.
The study was conducted with 55 students in Al Batinah - South Provence. The participants were divided into a control group and an experimental group.
The experimental group was given 90 reading cards graded into Bronze, Silver and Gold. They enrolled in an extensive reading program for 10 weeks. Each reading card was attached with a reading task. The tasks aimed at practicing one of reading sub-skills (scanning, skimming, ordering events, inferring and comprehension) and also to ensure that students have read the cards. The control group had normal intensive classroom reading. Both groups answered a reading motivation questionnaire that covered 5 motivational dimensions (Reading Efficacy, Reading Curiosity, Reading Involvement, Importance of Reading and Reading for Grades) Participants in both groups were pr-and post-program tested using a reading performance test designed by the researcher and Reading Motivation Questionnaire (RMQ) adapted from Wigfield & Guthrie (1997).
Findings did not reveal a statistically significant difference between the experimental and the control groups in the means of post-test reading performance. Also, results showed no statistically significant difference between the experimental and the control groups in the means of post-test reading motivation. This indicates that using graded reading cards in the period of 10 weeks did not improve students' reading skills. Also, it did not enhance students' reading motivation. The results indicate the significance of adequate period of time needed to measure a development in reading performance and building skills. It also raises the awareness of the importance of having positive and high reading motivation in order to develop reading skills.
The findings of the present study provide a number of recommendations for implementing graded readers for Omani students as well as some directions for future research.
