{'fraction_non_alphanumeric': 0.016736401673640166, 'fraction_numerical': 0.0016736401673640166, 'mean_word_length': 5.39572192513369, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Effect of the Reader Response Approach on Secondary School EFL Students’ Reading Comprehension of Narrative Texts

The present study aimed to introduce an alternative method for teaching the novel in Egyptian secondary schools. Teachers stated that there is no agreed upon method for teaching stories and novels. In addition, there is no Teacher Guide for teaching the novel provided by the Ministry of Education. Therefore, this study aimed at investigating the Effect of the Reader Response Approach (RRA) on Egyptian Secondary School EFL Students’ Reading Comprehension of narrative texts. For this purpose, the researcher designed a Program to teach the novel: Gulliver’s Travels based on the Reader Response Approach. One group comprising 35 Egyptian female students at a secondyear secondary school participated in the study. A Reading Comprehension test was used to measure their comprehension of the novel at three comprehension levels. Results indicated the effectiveness of the Reader Response Approach in enhancing students’ reading comprehension and critical thinking. This finding proves that the RRA program had a significant impact on the participants’ overall reading skills.