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August 2015  \nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nThe Effect of Supplementary Materials on Reading Comprehension Improvement of Iranian Female High School EFL Learners Based on Gaj and Khate Sefid Text books  \nZahra Abbasi  \nDepartment of English Language Teaching, Islamic Azad University, Ilam Branch, Ilam, Iran  \nAkbar Azizifar (Corresponding author)  \nDepartment of English Language Teaching, Islamic Azad University, Ilam Branch, Ilam, Iran  \nE-mail: [akb1354@yahoo.com](akb1354@yahoo.com)  \nHabib Gowhary  \nDepartment of English Language Teaching, Islamic Azad University, Ilam Branch, Ilam, Iran  \nMina Heidari  \nDepartment of English Language Teaching, Islamic Azad University, Ilam Branch, Ilam, Iran  \nDoi:10.7575/aiac.alls.v.6n.4p. 179  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.4p.179](http://dx.doi.org/10.7575/aiac.alls.v.6n.4p.179)  \nReceived: 10/04/2015  \nAccepted: 15/06/2015  \nAbstract  \nThe Impact of using Supplementary books alongside the national academic text book has received great attention of the curriculum and material developers. Since the beginning of language studies, Second &Foreign Language Acquisition (SLA & FLA) researchers have been searching for effective ways of improving learners’ language skills. This study aimed at investigating the effects of using supplementary text books (Gaj and Khate Sefid) on English as a foreign language (EFL) learners’Reading skill. Data from this study demonstrate a significant role of using two kinds of books Gaj and Khate Sefid in improving the reading skill of participants in the experimental groups. The findings ofthis study may help the learners to enhance their independent English language learning and improve their reading comprehension and the overall learning of English by using Supplementary books.  \nKeywords: Reading Comprehension, Supplementary Text books, EFL Learners  \n1. Introduction  \nThe use of supplementary texts like Gaj and Khate Sefid has many benefits for EFL teachers and students in improving vocabulary. By using its passages we can develop vocabulary of EFL learners, EFL teachers have the benefit of teaching vocabulary through context. Teaching vocabulary through context simply means to look for clues in the sentence that might tell the reader something about the meaning of the word in question. Researchers have studied the impact of visual and verbal clues on learning words in context. In this regard, Walters (2006) reported that improved reading comprehension resulted when 11 ESL students, ranging in age from 17 to 47, enrolled in an English language program were shown strategies of how to derive meanings of unfamiliar words from context clues.  \nAmong many strategies for improving reading skill using supplementary books might be one of the effective strategies. Everyone knows about the many text books available in the market. As Richards (2001) holds, for learners the text book might provide the main source of contact they maintain with the language. The way to select the most appropriate one is what needs close scrutiny and research. Taking heed ofall these disfavors, in the middle of the 1980s some practitioners and language scholars resurrected literature and related text book as a language learning material after a long period of being neglected (Duff & Maley, 1991) . This can be confirmed by seeing so many publications heralding the coming back of literature (Maley, 1989b) in language classes (e.g. Collie & Slater, 1987; Duff & Maley, 1991; Hill, 1986; Maley & Duff, 1989; McRae, 1991) . Besides, applied linguistics fueled the return of literature and supplementary textbooks for language teaching (Belcher & Hirvela, 2000) .  \nSupplementary textbooks are considered as a promising tool for language learning purposes. Scholars in the field have proposed various advantages for the use of these books in English as a s","cbCaif7gIoExMRyx","https://ap.wps.com/l/cbCaif7gIoExMRyx","pdf",161829,"English","# Abstract\n# 1. Introduction\n## Background and rationale\n## Supplementary textbooks in language learning\n## Literature, cultural awareness, and communicative competence\n## Context of textbook evaluation in Iran","[{\"question\":\"What is the study’s primary goal?\",\"answer\":\"To investigate the effects of using supplementary text books (Gaj and Khate Sefid) on EFL learners’ reading skill and reading comprehension.\"},{\"question\":\"Which supplementary materials are examined?\",\"answer\":\"Two supplementary book types: Gaj and Khate Sefid.\"},{\"question\":\"What do the study findings suggest about reading comprehension?\",\"answer\":\"Using these supplementary books has a significant positive role in improving participants’ reading skill and overall reading comprehension.\"}]","The Effect of Supplementary Materials on Reading Comprehension Improvement of Iranian Female High School EFL Learners Based on Gaj and Khate Sefid Text books | PDF",1792067667,15]