An examination of the effectiveness of a program based on combining questioning the author and triarchic reading comprehension approaches in improving the student's reading comprehension

This study investigated the effectiveness of a program developed on the basis of combining Questioning the Author and Triarchic Reading Comprehension approaches to improve the students’ comprehension of different texts in Persian language (ancient fiction, modern prose and short story). To this end, 71 second grade school boys of middle-school from two classes were randomly chosen and assigned to experimental and control groups. The instruments of research were researcher-developed pre-test and post-test reading comprehensions. The program was in 8 sessions of (5 sessions whole class discussions and 3 sessions group discussions) for experimental of group the result indicated the effectiveness of the program in improving reading comprehension of students in experimental group in the whole test and also in all the subtests. Using the questions of Questioning the Author and Triarchic Reading Comprehension approaches, teacher’s modeling, and peers discussion led to an increase in the students’ reading comprehension.