Improving Students' Reading Comprehension by Applying the Interactive Reading Model to the First Level Students in the Department of English, Faculty of Education, Toor Albaaha, University of Lahj

Abstract

This study investigates the Effectiveness of the Interactive Reading Model (IRM) in Improving Reading Comprehension Among First-Level English Students in Yemen. The sample consisted of 30 first-year students in the Department of English at the Faculty of Education- Tor Al Baha, with 15 students in the experimental group and 15 students in the control group using convenience sampling technique, and 10 teachers were the participants who responded to the questionnaire. Test and questionnaire were the two tools used to collect the required data. Applying a Quasi-Experimental Pretest-Posttest Design, the study compared the performance of an Experimental Group (EG) taught with the Interactive Model (IM) and a Control Group (CG) taught using Traditional Methods (TMs). Results vividly showed significant improvement in the EG’s Reading Comprehension (RC) (p = 0.000), while the CG’s improvement was minimal (p = 0.004). Teachers identified vocabulary knowledge (60%) and motivation (30%) as key factors influencing comprehension. The findings highlight the value of Interactive Teaching Methods (ITMs) and provide actionable recommendations for educators and policymakers. The study contributes to the growing body of research on reading strategies and underscores the need for innovative approaches in contexts where students face significant reading challenges.