أثر طريقة المحو التدريجي في حفظ النصوص الأدبية لتلاميذ الصف الرابع الإبتدائي

الملخص EN

The aim of the research is to identify the effect of the gradual erasure method in memorizing the literary texts for fourth-grade primary students.

To achieve the research goal, the researcher used experimental design with two equal groups (experimental and control), as two divisions (A, B) were randomly chosen as a sample for research from fourth-grade primary students.

In Al-Shaibani Primary School for Boys that were randomly chosen, the two groups were equal in variables (age in months, intelligence, students ’grades for the previous year) and t-test was calculated and the results were not statistically significant, the research sample consisted of (60) students, (30) students in The experimental group and (30) students in the control group.

The students of the two groups studied the reading book (literary texts) for the fourth primary grade for eight weeks with two lessons per week.

The students of the experimental group studied using the gradual erasure method and the students of the control group studied in the usual way.

Literary texts, validation, reliability, and application were verified after the end of the experiment, and the SPSS statistical program was used to calculate t-test, paragraph difficulty factor, and the Alpha Cronbach coefficient.

The results showed that there are statistically significant differences between the averages of the test scores in the reading subject among students of the experimental and control groups and in favor of students of the experimental group.

In light of the results, the researcher concluded the effect of the gradual erasure method in memorizing the literary texts for fourth grade primary students, and he recommended several recommendations, including the use of the progressive erasure method in teaching and training teachers on their use.