The Effectiveness of (Compare, Diagnose & Operate) Strategy in Developing First Year Secondary Stage Students’ English Critical Reading Skills

          The study aimed to investigate the effectiveness of using (Compare, Diagnose & Operate) Strategy in developing critical Reading skills for the 1^st grade secondary school students. Participants of the study were chosen randomly and divided into an experimental group (n=34) and a control group (n=36). A critical reading skills checklist was prepared. A pre/post critical reading skills test and an analytic scoring rubric were employed before and after the experiment. The experiment lasted for twelve weeks. Students of the experimental group received training through the proposed treatment based on (Compare, Diagnose & Operate) Strategy while those of the control group received regular instruction. By the end of the experiment, the critical reading skills test was administered to both the experimental and the control groups. The analytic scoring rubric was used to find out the effectiveness of the proposed treatment on developing the experimental group students’ critical reading skills. The study results showed evidence that there was a statistically significant difference at 0.01 level between the mean scores of the control and the experimental groups on the post administration of the test, in favor of the experimental group in overall critical reading skills as well as in each critical reading skill separately. It was concluded that using (Compare, Diagnose & Operate) Strategy was effective in developing the required critical reading skills among the experimental group students. Consequently, it was recommended that (Compare, Diagnose & Operate) Strategy be employed in teaching critical reading for developing critical reading skills of the secondary school students.