University of Benghazi Faculty Of languages department of

applied linguistics

using pictures and words in teaching reading skills of

the school kids

SUBMITTED BY
LUBNA BILAL ALGHRYANI
STUDENT ID: 61995

SUPERVISID BY
DR : GENAN ALASHHAB

2022/2023
 Dedication
I dedicate this project to my family, my husband, my friends, and my mother and
father in particular. My father has always been my first supporter who endured
and supported me all these years of success and failure. He encouraged me and
urged me a lot to complete this university journey. All love to everyone who
stood beside me.

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 Acknowledgement

All thanks to the generous professors in this journey, who struggled and
persevered in explaining without getting tired or bored, and many thanks and
love to the Dean of the College, Dr. Nawara Amsalem, and to those who stood and
helped me in my project, my dear Dr. Janan Al-Ashhab, with my best wishes

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TABLE OF CONTENTS
 DEDICATION........II
 ACKNOWLEDGEMENT ....III
 TABLE OF CONTENTS......IIII
 ABSTRACTS .......IIIII

CHAPTER ONE: BACKGROUND TO THE STUDY

1. INTRODUCTION.........
2. BACKGROUND.........
3. RESEARCH QUESTION.......
4. STATMENT OF THE PROBLEM.........
5. AIMS OF THE STUDY.........

CHAPTERTWO:LITERATURE REVIEW :
1. DEFINITION OF READING......
2. COMPONENT OF READING SKILL......
READING TYPES ......

CHAPTER THREE: TECHNIQUES OF TEACHING READING

1. DEFINITION OF LESSON PLAN
2. THE IMPORTANCE OF A LESSON PLAN
3. COMPONENT OF LESSON PLAN INVOLVE
4. LESSON OVERVIEW

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 Abstract
This research aims to improve the reading skills through words and pictures for
young learners at Libyan schools

Introduction
This chapter is improve talk about how to teach reading of using pictures or
words.

BACKGROUND
This paper will investigated the effect of reading strategies of Libyans EFL students’
comprehension skill at SEBHA University in Libya .The Survey of Reading Strategies
Questionnaire that is adopted from Mokhtari and Sheory (2002) was administered to 20
male and female participants during thefirst semester of the academic year 2016/2017.
The data was analyzed through descriptive statistics to revealthe frequency and type of
strategies utilized by the sample participants. The results then were illustrated
anddiscussed in forms of frequencies and percentages concerning the use of the reading
strategies by Libyan English Language and Literature at the University of Libya. The
results of the study showed that 67% agreed they interested using these four reading
strategies , while 34% agreed that these reading strategies helped the mcompletely and
more easily in achieving their reading comprehension tasks than the conventional
reading comprehension method they usually practice (technical aid strategies,
clarification and simplification strategies, coherence detection strategies and monitoring
strategies). Then, recommendations were provided for further research studies of this
kind in order to get a good understanding of Libyans English Language and Literature
students’ reading strategies use

1.4 Research question

What are the current reading skills levels in Libyan schools and what factors are
contributing to these levels?

1.5 Statement of the problem

The purpose of this study was to look at the impact of blended learning methodologies
on the reading comprehension achievement of Libyan EFL primary school pupils. To
achieve this purpose, a quasi-experimental two-way betweengroup factorial design was
used. A total of 120 Libyan EFL respondents from four different schools were randomly
assigned to one of the two groups. The experimental group (N= 60) consisted of 30
males and 30 females who were given reading comprehension education in general
English understanding as well as blended learning materials created by the researchers.
However, 30 males and 30 females in the control group (N= 60) acknowledged typical
classroom training grade 9 textbooks. Ameen Omran Saleh AlManafi, Siti Zuraidah Md
Osman, Ibrahim Suleiman Ibrahim Magableh, Rabha Hassan Hamed Alghatani
International Journal of Instruction 16 (2), 2023.

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1.6Aims of the study
The aims of the study on teaching reading skills in primary school kids in Libya may
include:

1. Assessing the current reading abilities of primary school children in Libya.

2. Identifying the challenges or barriers that children may face in developing reading
skills.
3. Investigating effective teaching strategies and methods for promoting reading
skills in primary school children.
4. Developing appropriate reading materials and resources for primary school
students in Libya.
5. Examining the role of parental involvement and community support in promoting
reading skills.
6. Evaluating the impact and effectiveness of different reading programs or
interventions.
7. Identifying gaps or areas for improvement in the current reading curriculum.
8. Providing recommendations and guidelines for teachers, parents, and
policymakers to enhance reading instruction and support in primary schools in
Libya.
9. Comparing the reading performance of primary school children in Libya to
international standards or benchmarks.
10. Promoting a love for reading and encouraging lifelong reading habits among
primary school children in Libya.

1.7 scope of reading

It helps to think about the scope as a stepping stone between the subject and the
main idea.

1.8 Methodology
teaches children to pair sounds with letters and blend them together to master the
skill of decoding. The Whole-word Approach teaches kids to read by sight and relies
upon memorization via repeat exposure to the written form of a word paired with
an image and an audio.

Chapter Two
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 2.2.1. Definition of reading
faced Libyan students in reading comprehension within the English language
programme at Zawia University, Libya, through the perceptions of lecturers and
students at the Department of English. This study also evaluated the current
teaching practices of reading comprehension at the Department of English at
Zawia University. It also identified the key causal factors that contributed to the
students' inadequate reading comprehension performance
Sakina Mustafa Mohamed
PQDT-UK & Ireland, 2016
2.1 Component of reading
Learning to read is a complex process made up of five key components, which
means teaching reading essentials is also a complex task. The five essential reading
components are identified as phonemic awareness, phonics, fluency, vocabulary, and
comprehension. Together, these components form the foundation for good reading
skills and are essential for helping young children become proficient readers.
A student’s ability to read has a vast impact on their life that goes far beyond the
classroom setting. Therefore, implementing research-based reading instruction is vital
for student success. According to the National Reading Panel, “There is a growing
body of research that shows correlations between aspects of formal teacher
preparation and quality of teaching or student outcomes.” Teachers are an important
factor in student success, and equipping teachers with general methods and strategy
instruction is also important for institutions to remember when considering professinal
developmentopportunities.
2.2 Reading types

1.Decoding
Decoding is the ability to sound out words children have heard before but haven’t
seen written out. This is a vital step in the reading process as it forms the foundation
for other reading skills.

Decoding heavily relies on an early language skill called phonemic awareness.

Phonemic awareness is the ability to hear and manipulate different sounds into words.
Children develop this awareness when learning about syllables, words, and sounds
(phonemes).

2.Phonics
Phonics is the ability to recognize the connection between sounds and letters they
make. This process of mapping the sounds in words to written words is a very
important reading skill. Children first decode the words into sounds and encode the
sounds into words as they write and spell.

3. Vocabulary

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A good vocabulary is a fundamental part of academic success. This reading skill is
necessary to understand the meaning of words, their definitions, and their context.

The more words a child knows, the better they are at reading and understanding the
texts they read.

4.Fluency
Fluency is the ability to read aloud with understanding, accuracy, and speed. It is a
skill needed for good reading comprehension. Kids fluent in reading know how to
read smoothly, at a good pace, using proper tone, and without making too many
errors.

2.3Teaching reading

This study was conducted with the participation of the students in the English
Department at the University of Zawia, Libya. This study is designed to explore the
reading strategy most often used among Libyan university students, to show how
male and females use learning strategies when they face a text in English, and also to
show the relationship between the learners’ strategies use and their EFL proficiency.
The results of the study show that the most frequently Reading strategies used was
meta-cognitive strategies, there is a statistically differences between male and female
learners in their use of language learning strategies.

HH Elmadwi, Ritu Shepherd

IOSR Journal of Humanities and Social Science (19) 1, 2014

Background knowledge. Past experiences and prior knowledge are great building blocks
in helping students to get the gist of a word or phrase. Encourage kids to build their
knowledge through reading, learning more about art, watching TV shows and having
meaningful conversations with parents.
2.3 using pictures in improving reading skills
3 The purpose of this study was to improve students' reading skills using picture and picture
media. This research is a Classroom Action Research. The research was conducted in two
cycles. The subjects of this study were 23 students in class IX SMP Kristen
Idamgamlamo west Halmahera. The data collection techniques in this study were
observation and test. While the data analysis techniques were used The results showed
that: The use of picture and picture media can improve students' reading activities. The
increase occurred in cycle I is 53, 8%. Learning activities were not optimal. The
implementation of cycle II is 88, 4% causes activity and learning outcomes to be good
and increase to a higher level so that it can support quality learning. The conclusion of
this research is to improve reading ability by using picture and picture media in class IX
SMP Kristen idamgamlamo

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 Chapter three
3.1. Definition of lesson plan
A lesson plan is one of the essential parts that may lead English teachers to gain the
expected learning outcome. Nevertheless, to implement the lesson plan so that the
expected outcome can be met might be challenging if conducted in a digital
classroom. This study was aimed to unravel the way a lesson plan was implemented
in a digital classroom. A case study was employed and the collected data from
interview, classroom observation, and document were analysed through an interactive
model. Findings revealed that both strength and weakness as a result of implementing
the lesson plan for a digital classroom were perceived by the subjects. This study
reached a conclusion that the lesson plan was categorised as good, ie it conforms
86.9% to the components of the curriculum 2013. Moreover, the challenges consisted
of the aspects of the network connection, preparation, and students‟ familiarity with
the use of the technology; meanwhile, the benefits covered the aspects of the
resources, students‟ skills and participation, and efficiency.

3.2 The Importance of a lesson plan

Lesson plan make the teaching easier. It is the guidance of teaching from the very
beginning until the end of teaching. “Lesson plans also provide records that allow
good, reflective teachers to go back, analyze their own teaching (what went well, what
didn't), and then improve it in the future” [4]. It helps the teacher conduct her lesson
in an orderly manner and it allows students to know what they are going to learn.

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 Lesson plan
Date: 19/8/2023
Teacher's name:Lubna Alghryani
Class profile: 10 male and female students aged 10 to 11
Level:primary 5 school
Lesson length: 40 minutes
Lesson name: our school
Main objectives:by the end of the lesson, student will be able in :
-Read and listen to the lesson then answer many questions with the
photos.
Materials: -white board , markers, data show.
- The questions, exercises from
English from libya primary 5 book.

PROCEDURE
Stage Objective Procedure Focus Time

Teacher smiles and greets T.S

Warm To engage the the students in order to S.T 5 to 10
up students break the ice T.S minutes
S.T
3 minutes
Lead in To prepare Teacher shows the pictures T-S
' pre students to the and read it to the students
reading lesson T-S
T Ask the S if they
understand it.
S-T
S Covered and keep going
to answer it.

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EXERCISES
1- Look at the pictures then answer:

2-Read the picture then answer it:

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13
3-point and say:

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 Chapter four
Methodology, finding and discussion

4.0 Introduction
Explain what we can find and discuss this Chapter will tell us how
we result and particpent the research.
4.1 Research approach
This chapter is telling students if they understand more
when they read the lesson or when they show the
pictures.
4.2 data collection
Will choose a group of 10 students 5 famale and 5 male ,
the students will be tested by using pictures.
4.3 Area of study
The place will be able in the primary 5 school of
libya Benghazi .
4.4 analysis of results
Qualitative and this page of lesson is 12 page of the
book.

4.5 findings

Through this study, we want to conclude that students take in more information through
pictures or only from hearing and writing words.

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 Chapter five : the results

5.0 conclusion

Concluding this research, we will find that some people can read and deduce, and others must
see pictures in order to be able to answer

Recommendations

In this research, I concluded that it is necessary to learn and master the

words or even vocabulary in order to make it easier for students to
understand the lesson.

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 -Bibliography-
Mohamed, S. M. (2016). Evaluating EFL students’ reading comprehension skills
with reference to the Department of English at Zawia University, Libya. Liverpool
John Moores University (United Kingdom).
Alhammali, M. A. A. (2019). How the reading strategies influence on EFL
students’ comprehension skill at Sebha University in Libya. International Journal
of Physical and Social Sciences, 9(11), 14-20

AlManafi, A. O. S., Osman, S. Z. M., Magableh, I. S. I., & Alghatani, R. H. H. (2023).

The Effect of Blended Learning on the Primary Stage EFL Students' Reading
Comprehension Achievement in Libya. International Journal of Instruction, 16(2).

El Abbar, M. (2016). A lesson study of internet usage to enhance the development

of English language teaching in a Libyan university (Doctoral dissertation,
University of East Anglia).

Elmadwi, H. H., & Shepherd, R. (2014). A critical study of the problems faced by
the Libyan students in reading and comprehension of English as a foreign
language. IOSR Journal of Humanities and
Social Science (19), 1.
Soliman, S. (2013). Libyan teachers’ attitudes and believes regarding the use of
EFL authentic materials within reading lessons at universities levels in
Libya. International Journal of Learning & Development, 3(5), 121-129
Pathan, M. M., & Marayi, Z. E. (2016). Teaching English as a foreign language in Libyan
schools: Issues and challenges. International journal of English and education, 5(2), 19-39.

Quintana, J. (2018). English for libya (Repr 1). Garnet publishing ltd.

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 Appendix
Pictures Vocabulary Read
✔️✔️✔️ ✔️✔️✔️

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