AN EXAMINATION OF THE EFFECTIVENESS OF A PROGRAM BASED ON COMBINING QUESTIONING THE AUTHOR AND TRIARCHIC READING COMPREHENSION APPROACHES IN IMPROVING THE STUDENTS' READING COMPREHENSION
研究了结合提问作者和三元阅读理解方法的项目对71名伊朗初中男生波斯语文本阅读理解的效果，实验组在整体测试和子测试中均有提升。
This study investigated the effectivenessof a program developed on the basis of combiningQuestioning the Author and Triarchic ReadingComprehension approaches to improve the students’comprehension of different texts in Persian language(ancient fiction, modern prose and short story). Tothis end, 71 second grade school boys of middleschoolfrom two classes were randomly chosen andassigned to experimental and control groups. Theinstruments of research were researcher-developedpre-test and post-test reading comprehensions. Theprogram was in 8 sessions of (5 sessions whole classdiscussions and 3 sessions group discussions) forexperimental of group the result indicated theeffectiveness of the program in improving readingcomprehension of students in experimental group inthe whole test and also in all the subtests. Using thequestions of Questioning the Author and TriarchicReading Comprehension approaches, teacher’smodeling, and peers discussion led to an increase inthe students’ reading comprehension.