Reading and writing comprehension among Jordanian students

This study aims to examine how the reading subskills are illustrated in the Action Pack 10 based on the Urquhart and Weir (2014) framework, along with teachers’ perspectives of this coverage. It also investigates the Tenth-grade students’ comprehension of the writing subskills based on Aryadoust’s (2010) framework. The sample includes 235 tenth-grade students and 28 teachers from four schools in Shafa Badran, Jordan. A mixed-methods approach was used, involving content analysis, an essay writing test, and a questionnaire. The findings reveal that reading subskills are moderately covered in the textbook, with a greater emphasis on careful reading than on expeditious reading. In terms of writing subskills, students demonstrated stronger performance in coherence and cultural competence, while exhibiting notable difficulties in sentence structure and vocabulary use. Additionally, the results from the teacher questionnaire revealed that educators perceive the coverage of reading subskills in the textbook as moderate.