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An important principle of structural linguistics is that the primary medium of language is oral : speech is language. That’s why speech has a priority in language teaching. Richards and Rodgers (19986: 49) believe that language is speech, not writing ….A language is a set of habits … teach the language, not about the language.Recently, there is a trend in the teaching of foreign languages which advocates the prime importance of teaching reading as a receptive skill before the other productive skills. Gray and Gray (1982: 62) tell us that.The most effective way to teach a foreign language is by providing a substantial base of receptive competence (listening and reading) before attempting to teach productive skills.Hence, the presentation of language through reading passages (with appended comprehension questions) is a well – established and familiar practice.But, learning to read does not precede comprehension; they are both part of the same process. From the beginning, the teacher’s aim should be to go beyond mere words calling and to get an answer from the learner that indicates his understanding.

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This paper aims at identifying the effect of two teaching models on developing reading comprehension among first intermediate school students. For the sake of achieving this aim, the researcher adopted an experimental design of partial adjustment which is the design of (two first and second experimental groups) and (pre and post tests).The sample of the study comprised (52) male first intermediate year students who are studying in Alwathiq Secondary school, Khalis Directorate of Education/ Diyala Province who are randomly distributed into two experimental groups of (26) students each. The first experimental group is taught according to Suchman model, while the second experimental group is taught via using Thelen model. The researcher, then, matched between students of both groups in the variables of (students' periodic age, fathers' academic achievement, mothers' academic achievement, pre reading comprehension test, and language proficiency test). Moreover, the researcher tried to adjust some intruding variables which might influence such type of experimental designs according to previous literature and past studies. After specifying the topics to be taught, which included certain topics extracted from the reading comprehension book designed for first intermediate school students in a total number of (8) headings, the researcher has set (eight) lesson plans for the first experimental group according to Suchman model, as well as other (eight) lesson plans for the second experimental group in light of Thelen model. She has also set an objective reading comprehension test comprising of (30) multiple choice and essay items, she verified its validity, the recognition power in its items and their difficulty coefficient. Furthermore, via using Chi Square in data analysis, the study led to the following result:-There is statistically significant difference between students in the first experimental group who were taught reading according to Suchman model and students in the second experimental group who were taught reading according to Thelen model in terms of their average scores in the pre and post reading comprehension improvement tests.In light of the study results, the researcher recommended the necessity of making use of Suchman and Thelen models in teaching reading comprehension for first intermediate school students. The, and in continuation of the present study, the researcher suggested performing a number of studies and researches in the field of reading comprehension as, for instance, conducting a study that is aiming at finding out the impact of using two teaching models in improving reading comprehension.

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There has been an increasing recent interest in using JOIN strategy in teaching various aspects of EFL. This study tries to find out the extent to which this strategy can be applied to teaching short stories. It also aims to find out whether or not using this strategy can lead to any progress in developing students' comprehension of short stories. To conduct the study, it is hypothesized that there is no statistically significant differences between the mean scores of the experimental group, which is taught by the JOIN strategy and the control group which is taught by the traditional strategy in the posttest achievement in short stories. To achieve the aim of the study and verify its hypotheses two types of procedures have been following: Theoretical and practical. The theoretical procedures consist of presenting a theoretical framework of JOIN strategy including their characteristics, principles, The practical procedures consist of conducting an experimental which last for fifteen weeks. The total numbers of sample subjects was (75) students: (35) in experimental group and (40) students in the control group. The two groups were exposed to an achievement posttest after ensuring its validity and reliability. Suitable statistical tools have been used to analyses to the results of the study. The results have also shown that there was a significant difference between the mean scores of the experimental group and the control group in favour of the experimental group.

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This study tries to find out the extent to which SHOW strategy can be applied to teaching short stories. It also aims to find out whether or not using this strategy can lead to any progress in developing students' comprehension of short stories. To conduct the study, it is hypothesized that there is no statistically significant differences between the mean scores of the experimental group, which is taught by the SHOW strategy and the control group which is taught by the traditional strategy in the posttest achievement in short stories. To achieve the aim of the study and verify its hypotheses two types of procedures have been following: Theoretical and practical. The theoretical procedures consist of presenting a theoretical framework of SHOW strategy including their characteristics, principles. The practical procedures consist of conducting an experimental which last for fifteen weeks. SHOW strategy has been applied to the experimental group, while the control was taught according to the traditional method. The total numbers of sample subjects was (75) students: (35) in experimental group and (40) students in the control group. The two groups were exposed to an achievement posttest constructed by the researcher after ensuring its validity and reliability. Suitable statistical tools have been used to analyses to the results of the study. The analysis of the results has also shown that there was a statistically significant difference at 0.05 between the mean scores of the experimental group and the control group in favour of the experimental group which is taught by SHOW strategy. Based on the findings of the study some pedagogical recommendations have been put forward.

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e aim of the research was to identify( the effect of the strategy (cross - plans - folk) in the achievement of mathematics and the development of conceptual comprehension among the fifth grade students). The following zero hypotheses were developed :e is no statistically significant difference at the level of (0.05) between the average grade of the fifth grade students (the experimental group) who taught mathematics according to strategy (cross - plans - folk) and students who taught the same material in the traditional way (control group) In the achievement testre is no statistically significant difference at the level of (0.05) between the average grade of the fifth grade students (the experimental group) who taught mathematics according to strategy (cross - plans - folk) and students who taught the same material in the usual way (control group) In conceptual comprehension testing sample of the research was 50 students and the sample was divided into two groups :1-experimental group studied according to strategy (cross - plans – folk)2-A control group studied according to the traditional methodThe results showed:1-There is a statistically significant difference between the students of the experimental and control groups in the achievement test of mathematics for the benefit of the experimental group.e is a statistically significant difference between the experimental and control group. students in the conceptual assimilation test for the benefit of the experimental groupIn the light of the results, the researcher reached a set of conclusions, recommendations and proposals, the most important of which is the adoption of a strategy (cross - plans - folk) in the teaching of mathematics.

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Using technology in teaching a foreign language has witnessed a wide spread in the recent years which necessitate using available and applicable technology in teaching EFL. Multimedia(MT) technique is one of the most useful and available technology that the teacher can use to facilitate a foreign language learning process.As far as the researchers know preparatory school students face difficulties in comprehending the texts that they read in English. Hence, this study aims to investigate the effectiveness of the MT for teaching reading comprehension to those students. A number of hypotheses have been constructed and a sample of 64 fifth year preparatory school male students are selected and divided into two equal groups. The experimental group is taught reading comprehension by using the MT, whereas the control group is taught without using the MT.An achievement test has been constructed and applied to the involved sample after ensuring its validity and reliability. Then the collected data has been treated statistically. Results indicate that the achievement of the experimental group is significantly better than that on the control group in reading comprehension. This means that the MT has a positive role in improving EFL students' achievement in reading comprehension. Later on, the study ended with some conclusions and recommendations.

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Level of posted highway traffic signs (HTSs) comprehension by drivers is used to investigate the effectiveness of the posted HTSs in Iraq. Twenty four HTSs, different characteristics of drivers, and survey with questions of short answer and multiple-choice is selected for this aim. The study results show that there is an increase in the driver comprehension process of HTSs with the increasing of his level of education, level of urbanization of his residence and driving daily practice. Inverse relation occurred with the increasing of driver number of accidents. The results of this research show that it is very important to modify some of the HTSs so as to be easy for comprehending by making it more legible and more appropriateness, also it is recommended to educate drivers to raise there ability to understand the meanings of all the HTSs.

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The purpose of the research was to compare the effect of the use versus non-use of Arabic in teaching English on the pupils’ comprehension and conversation using a quasi-experimental design. To achieve the aim of the present research, two null hypotheses were posed. To verify the hypotheses, two classes from two secondary schools for boys were randomly selected. The research sample consisted of 52 pupils: Twenty-seven pupils in the first experimental group , while 25 pupils were in the second experimental group . The first experimental group was taught English by using Arabic as well as English, while the second experimental group was taught by using only English. The matching procedures were used in equating the two groups in several non-experimental variables. Two instruments were constructed, viz. a comprehension test and a conversation test , to measure the two dependent variables of the research. The researcher himself taught both groups for 12 weeks. The results confirmed the first null hypothesis, but disconfirmed the second one and in favour of the second experimental group. It was concluded that the use and non-use of Arabic in teaching English did not affect the pupils’ comprehension, Whereas the use of Arabic in teaching English conversation had negative effects on the speaking performance of the pupils. Recommendations, based on the findings, were made.

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Abstract :Recent research looking for acknowledgment of strategically influence of Robinson and self question at progressing the reading comprehension for students of sixth class .To achieve research goal so the researcher mentally chose primary sixth class at the school (Tashti the primary) that followed education directorate of province (Jamjamal)/Suliymania for the scholastic year 2012-2013 as application field for their experiment of boys' number reached to (95) (female and male)students in reality (32) of the first experimental group and (31) student (female and male) from controlled group, the researcher rewarded between of three variable groups (timing period, intelligence ,Kurdish language degrees for the previous scholastic year).The experiment continued as full semester (first term) wherein the teacher has been taught the item of three researches groupsAnd prepared of typical and statistical test of reading comprehension consists of (35) clause from the test type as multi and repeating of words arrangements and for their mixing and complementary and upon specified with honest and firm and the researcher used the statistical methods as follow: the analyzing of unique contraction and the equivalent of difficulty coefficient and the equivalent of Codur Richardson and the equivalent of the wrong alternatives activity and the experiment finished of the resultant implementation test and the research's results were discharged and showed the first experimental group that studied the reading item according to Robinson strategies and the second experimental strategies that studied the reading item according to self questioning strategy on the controlled group as showed for no differentiation between the first and second group

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