摘要：AbstractThis study examined the impact of portfolio on the development of first-grade students’ cognitive skills in reading. The research methodology was semi-experimental and based on pre-test and post-test. One hundred and sixty male, first-graders constituting the population of the study were divided equally into test and control groups. The evaluation method in the test group was portfolio and in the control group scoring method. In order to perform statistical analysis, descriptive and illative statistical methods were applied. The results of the study showed the superiority of portfolio method over conventional scoring method in the development of the students’ cognitive skills of reading.
