:: Volume 1, Issue 1 (10-2016) ::
3 2016, 1(1): 12-17 Back to browse issues page
The role of Philosophy for Children (p4c) Teaching Approach for Improving the Reading Comprehension Skills of Guidance School Female Students
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Article history:

Received date: 26 August, 2016

Review date: 9 October 2016

Accepted date:21October 2016

Printed on line:1 September 

Purpose: The aim of the current study was investigating the role of Philosophy for Children (p4c) teaching approach in increasing first grade female high school students reading comprehension in Tehran educational five zone. Materials and method: From all statistical population 60 students were selected through multi cluster sampling and were assigned to experimental (30) and control (30) groups randomly. Data collection was done through employing reading comprehensions section of preliminary English test (pet). Philosophy for Children (p4c) teaching approach were performed in 10 sessions, 90 minutes every session. The research method was semi-experimental including pretest- post-test with control group following a follow up stage. Analysis of covariance and t test were employed for data analysis. Findings: The results show that there was a significant difference between experimental and control group in post-test stage. T-test results found a significant relationship between (p4c) approaches and improved post-test scores. Discussion: It means that those students who received Philosophy for Children (p4c) teaching approach outperformed their peers in control group. So (p4c) approach can be considered as an effective method for improving students reading comprehension method.

Keywords: Philosophy for Children (p4c) Teaching, Female Elementary Students, Reading Comprehension
Full-Text [PDF 1792 kb]   (732 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/10/3 | Accepted: 2016/10/3 | Published: 2016/10/3

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Volume 1, Issue 1 (10-2016) Back to browse issues page