أثر برنامج قائم على استراتيجية SQ3R لتحسين مهارات القراءة و الفهم لدى الطلاب ذوي صعوبات التعلم في الصف السادس

الملخص EN

The effect of aprogram based on (SQ3R) strategy to improving reading comprehension skills among students with learning disabilities in grade 6.

The current study aimed to understand the impact of Robinson's strategy (SQ3R) on improving understanding and reading comprehension of students with learning difficulties at the level of the sixth grade.

To achieve the main goals of the study, an achievement test was constructed to measure the reading comprehension levels (literal, deductive, applied and creative).

The reliability and the validity of the measure were verified.

The sample of the study consisted of (40) students with learning difficulties at the level of the sixth grade.

They were selected randomly.

They were divided into two main groups; control and experimental.

Each of which consisted of 20 students, half of them males and half of them females.

The results of the study showed that there were statistically significant differences in the total score in the reading comprehension measure for students with learning difficulties in the post-measurement and was in favor of the experimental group due to the teaching method.

The results also showed significant differences at (0.05≤ α) between the mean scores of the experimental group and the control group in the levels of secondary reading comprehension skills (literal, deductive and applied).

This result was in favor of the experimental group and due to the using of SQ3R strategy in the teaching method.

Also, the results indicated the absence of statistically significant differences in creative comprehension of the measure due to the teaching method using the (SQ3R) strategy between the control and the experimental groups.

Moreover, the results indicated that there were no statistically significant differences between the mean scores of the experimental and the control groups in the levels of sub-reading comprehension skills (literal, deductive, applied and creative) due to gender variable.