أثر استراتيجية علاقات السؤال في الفهم القرائي عند تلميذات الصف الخامس الابتدائي

الملخص EN

This research aims to define "the impact of question relations strategy on the reading comprehension of fifth grade students." To achieve the goal of the research, the researcher developed a zero hypothesis, relied on the experimental method, and chose an experimental design for the experimental and non-random selection groups with the post-test.

The research was identified by female students of fifth grade primary school in the day primary schools for girls in the province of Baghdad / Al- Karkh, and the researcher chose (Aisha Primary School for Girls) intentionally, and the research sample consisted of (22) students distributed among two divisions, one of which represented, Division (c) the experimental group, which was studied according to the strategy of (question relations) by (32) students, and the other division, Division (b), the control group, which was studied in the traditional way (30) students.

The researcher rewarded among the students of the two groups in several variables (chronological age calculated in months, Arabic language grades for the previous year 2021-2020, academic achievement of fathers, academic achievement for mothers, intelligence test).

The researcher identified the scientific material she will study for the students during the duration of her experiment with (9) topics, and prepared teaching plans for it.

The researcher prepared a post-test for reading comprehension, and the test included 22 paragraphs, consisting of three questions distributed among the four levels of understanding (literal, implicit, meaning, context) and verified the sincerity and stability The researcher used the T test of two independent samples to find out the significance of the difference at the level of (0.02) between the two research groups.

In light of the researchers's findings, several conclusions were concluded, including: That teaching with the strategy of (question relations) develops the qualities of female students in reading understanding among fifth grade students.