The Effect of the "TWA" Strategy on Enhancing Reading Comprehension Skills among Tenth-Grade Students
The Effect of the "TWA" Strategy on Enhancing Reading Comprehension Skills among Tenth-Grade Students

Summary/Abstract: Background/purpose. This study aimed to investigate the effect of the "TWA" (Think–Write–Ask) strategy on improving reading comprehension skills among tenth-grade students. The research was conducted to address the challenge of enhancing students’ ability to understand and analyze texts across various reading comprehension levels, including literal, interpretive, critical, appreciative, and creative. Materials/methods. The study sample comprised 54 tenth-grade students from Al-Shaheed Rashid Al-Zyoud Secondary School for Boys, selected via convenience sampling during the second semester of the 2024/2025 academic year. Participants were divided into two groups: an experimental group (27 students) taught with the "TWA" strategy and a control group (27 students) taught with conventional methods. A test was designed to measure students’ performance across the five reading comprehension skills. Results. The findings indicated statistically significant differences between the experimental and control groups in both individual and overall reading comprehension skills, with the experimental group outperforming the control group across all measured domains. Conclusion. The study concluded that the "TWA" strategy effectively enhances reading comprehension skills among tenth-grade students. It is recommended that further research be conducted to examine the strategy’s impact across different educational levels and contexts.

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