Developing Students' Critical Reading Skills through GDS

This study aimed at investigating the effectiveness of teaching grammar using (GDS) guided discovery strategy in developing some critical reading skills among second-year preparatory school students. A random sample of 82 students was chosen of the academic year 2014-2015 in Damietta Governorate from Al-Roda Prep School for girls. The students were randomly distributed into two groups; the experimental group which comprised 42 students and the control group which comprised 40 students. A critical reading skills questionnaire was prepared by the researcher to identify the most important skills necessary for the second year prep school students. A critical reading test was designed by the researcher to be used as a test to assess students' progress in critical reading skills. The experiment was implemented in the second term of the academic year 2014-2015. It has lasted for 8 weeks including two sessions for the pre and post tests. The experimental group was taught using guided discovery strategy. On the other hand, students of the control group were taught the same content using the regular way. The data obtained from the study has been analyzed statistically by SPSS program. Research results revealed significant differences between the post-test mean scores of the experimental and control groups in the critical reading skills in favor of the experimental group. It was concluded that the present study provided evidence for the effectiveness of guided discovery strategy in developing students' critical reading skills among second year preparatory school students.