A teaching model based on reading theories in literary criticism to develop interpretive and contemplative reading skills among high achieving secondary school students in public schools.

The aim of the research is to build a teaching model based on reading theories in literary criticism to develop the interpretative reading and contemplative reading skills of high achieving secondary school students studying in public schools, and to measure its effectiveness in developing interpretive and contemplative reading skills. Interpretive reading skills included the interpretive skills of the meanings of words, the interpretive skills of ideas and the relationship between them. Contemplative reading skills included exploratory contemplative reading skills, relational contemplative reading skills, and evaluative contemplative reading skills.
To address this problem, the researcher identified a number of steps and procedures to solve it, which were summarized in: identifying the interpretive and contemplative reading skills, building a teaching model based on reading theories in literary criticism, defining its teaching procedures in detail, then building a test in interpretive reading skills, and building a scale for contemplative reading skills. Then, building a teacher's guide to implement this model, choosing the search group for the application, teaching the model and applying search tools before and after, comparing results and extracting the most important application notes, as well as developing a number of recommendations and proposals.
The research revealed that the proposed teaching model was effective in developing the skills of interpretive and contemplative reading.  Regarding interpretive reading, there was a great effectiveness in the skills of interpreting meanings and ideas and the relationship between them, while there was an acceptable effectiveness in the evaluation skills. As for contemplative reading, there was tangible progress in its aspects related to exploration and evaluation, while effectiveness was acceptable in relational reading skills. A number of recommendations and proposals for further research were suggested.