شبكة المعلومات العربية التربوية

This research aimed at evaluating curriculum of literary texts in terms of standards for reading for making inferences for secondary school students. A list of standards and rubrics of reading for inference of literary texts offered to second year secondary school students was developed. The research employed a descriptive analytic and qualitative method through which an analysis sheet was developed in terms of the standards and rubrics mentioned earlier. Analysis showed the following: 1) Standard one regarding figurative language of the text: showed that: rubrics 1, 2, 3, 7 were unavailable in the texts under investigation. Whereas rubrics 6, 8, 9, 11, 12 were available at a weak level. Finally, rubrics 4, 5, 10 were to some extent available. 2) Standard two regarding contextual features of texts showed that rubrics 1, 2, 3, 4 were available at a weak level in literary texts under investigation. Whereas rubric 5 was to some extent available but rubric 6 was unavailable. 3) Standard three regarding inferencing showed that rubrics 1, 4, 5 were unavailable in the literary texts under investigation. Whereas rubrics 2, 6 were available at a weak level but rubric 3 was to some extent available. In light of the above results the researcher introduced a suggested perspective for developing curriculum of literary texts for secondary school students included the following: needs, skills to be provided during teaching literary texts, teaching strategies and assessment methods. Finally, a number of recommendations and suggestions for further research were introduced. (Published abstract)