Abstract:

This paper deals with the validation of the Reading Comprehension Intervention Program for English language. The Reading Comprehension Intervention Program for English Language is a specific stimulating support program, which we have developed with the intention of helping teachers to prepare pupils for reading comprehension and working with text in the English language. The intervention in the present paper is aimed to comprehensively develop reading comprehension and stimulate cognitive and metacognitive processes as well as affective and social factors through which pupils' comprehension can be developed to a greater extent.

The research aim is to validate the Reading Comprehension Intervention Program for a foreign language, in our case for English language through the research method of experiment and Reading Comprehension Test for English language. We set up experimental and control groups, whereby the intervention was realized only in the experimental group. In spite of this the research measurements were carried out in both groups. The research was carried out in a number of secondary vocational schools and grammar schools in western and southern Slovakia, where the level of foreign language proficiency according to the Common European Framework of Reference for Languages is B1 in English language. Two measurements were taken in the research: the first measurement of reading comprehension through a pre-test before the intervention program in the experimental and control groups, and the second measurement of reading comprehension through a post-test after the intervention program. We hypothesized an increase in reading comprehension process; however, the results highlight some notable findings. It seems that the intervention aimed at developing reading comprehension of English text promoted reading comprehension of grammar school pupils and showed the effect of the reading comprehension intervention program. A paradoxical finding is that the control group's comprehension of English text was statistically significantly higher in the first reading comprehension testing compared to the second reading comprehension testing. This may indicate that the classical teaching of English language according to the textbook and teaching standards dampened the reading skill and developed other language knowledge and skills.

Keywords:

Validation, intervention program, reading comprehension, English language.