The Effect of Triple-Reading on Reading Comprehension and Working Memory Capacity of Eighth Grade Students

The current study was aimed to explore the effect of triple-reading on the reading comprehension and working memory capacity of eighth grade students in Jordan. The study consisted of 61 eighth grade female students, who were studying at Al-Mazzah Basic School for female students, Directorate of Education of the Mafraq Governorate. The individuals of the study were divided randomly into two groups, experimental and control, which were taught using the triple-reading approach and the ordinary way, respectively. To achieve the goals of the study, two tests were prepared by the researcher, one for reading comprehension and the other for measuring the capacity of the working memory. The averages and standard deviations of the students? grades were calculated using analysis of covariance (ANCOVA). The study revealed statistical significant differences in the level of the reading comprehension and the capacity of the working memory in favor of the experimental group, which were taught using the triple- reading.