أثر استراتيجيتي حلقة الحوار، و التصور الذهني في تنمية أداء طلاب الصف الثامن في مهارات فهم المقروء

الملخص EN

This study aimed to investigate the impact The Effect of Seminar and Mental Imagery Strategies on Enhancing Eighth Grade Students' Performance in Reading Comprehension of the experimental group members and to achieve this, the researcher prepared an objective test to measure the performance of two groups of the study members in the performance in reading comprehension, the test contain (25) paragraphs divided into five levels (Literal, figurative, critical, tasteless, and creative).

The members of the study are (76) students selected in the manner available way and distributed to three divisions, in the second semester of the academic year 2018/2019.

One sample was selected randomly as a first experimental group.

The number of members was (24), which was studied using the Seminar strategy.

Another was randomized as a second experimental group with (25) students studied using the Mental Imagery strategy, where the third division as control group, the number of its members reached (27) students studied in the regular strategy.

The results of the study showed a statistically significant difference in reading comprehension skills between the performance of the first experimental group compared to the performance of the control group and the performance of the first experimental group.

There was a statistically significant difference in reading comprehension skills between the performance of the second experimental group compared to the performance of the control group In favor of the performance of the members of the second experimental group and the existence of a statistically significant difference in reading comprehension skills individually and combined between the performance of the members of the second experimental group compared to the performance of the members of the first experimental group.

In favor of the performance of members of the first experimental group.

The researcher made a set of recommendations that benefit researchers, learners, and experienced in relation to the curriculum.