The Effect of Some Mental Stimulants According to their Timing in Improving Reading Comprehension in English for Second-Year Middle School Students

Educational institutions play a vital role in the advancement of individuals and societies. Structuring effective educational experiences requires teaching strategies that enhance learners’ cognitive engagement and comprehension skills. One of the key elements in this process is the use of cognitive strategies that facilitate information storage and retrieval. This research investigates the impact of cognitive (mental) stimulants on reading comprehension among second-grade intermediate students studying English. It also examines the degree of progress in reading comprehension between an experimental group and a control group. A specially designed educational program incorporating mental stimulants was implemented with a sample of 20 students. Statistical analysis revealed that the curriculum designed with cognitive strategies significantly improved reading comprehension. Both groups showed post-test gains, but the experimental group demonstrated superior performance and higher developmental progress.