تنمية مهارات الفهم القرائي باستخدام استراتيجية التدريس التبادلي

الملخص EN

The research aimed to investigate the effect of using Reciprocal Teaching Strategy in developing reading comprehension levels of the sixth primary students.

The quasi–experimental design was adopted.

The sample of the research which consisted of (70) sixth primary students from Rafha` Governorate in Saudi Arabia was distributed into two equal groups; experimental (35) was taught using the Reciprocal Teaching Strategy and control (35) was taught using traditional method.

A reading comprehension test which was prepared by the researchers to examine the students’ reading comprehension skills was checked in terms of its validity and reliability and it was used as pre-post test.

The most significant results showed statistical significant differences between the means of the experimental group which was taught using the Reciprocal Teaching Strategy and the means of the control group which was taught using the traditional method in the reading comprehension skills and its levels: literal meaning, inferential meaning, and evaluative meaning in favor of the experimental group.

Moreover, results revealed the positive effect of the Reciprocal Teaching Strategy in developing reading comprehension skills in general, and in developing each skill separately.

Accordingly, the researchers recommended that the Arabic teachers need to use modern strategies in their teaching as Reciprocal Teaching Strategy that help in improving the students’ performance in their study and linguistic skills and guiding the process of learning and thinking, in addition to bearing the responsibility of self learning.