The effect of the strategic joint reading method on students' reading comprehension and academic self-concept

The purpose of this research was to determine the effectiveness of the strategic shared reading method on students' reading comprehension and academic self-concept.

A pre-test-post-test experimental design with a control group was used. A school was randomly selected from the population of 4th grade female students of the 2nd district of Tehran, and the 4th year students of those classes were replaced based on their academic progress in three levels, high, medium, and low, and the sample was randomly selected from among them. and were replaced in two experimental groups (30 people) and control (30 people). The tools used in this research were Delaware's educational self-concept questionnaire, reading comprehension tests (the text "genius" and "diamond"), descriptive questions (related to the two texts genius and diamond) and descriptive questions related to learning strategies. Covariance analysis was used to analyze the data.

The findings showed that the teaching of the strategic joint reading method has a significant effect on the reading comprehension and academic self-concept of the students, and these trainings have increased the reading comprehension and academic self-concept of the experimental group (p<0.001).

To improve the reading comprehension and academic self-concept of the students, the strategic joint reading method should be used.