فاعلية طريقة تدريس قائمة على بعض الاستراتيجيات المعرفية و ما وراء المعرفة في تحسين الاستيعاب القرائي و زيادة التحصيل الإملائي : لدى متعلمي اللغة العربية الناطقين بغيرها بجامعة الملك عبد العزيز

Abstract EN

The aim of the research is to identify the effectiveness of teaching based on some cognitive and Metacognition strategies in improving reading comprehension and increasing spelling achievement.

The study consisted of a group of learners from The Arabic Language Institute for Speakers of Other Languages at King Abdul Aziz University.

The total number of (39) students and randomly was divided into two groups: the first is an experimental group of (20) learners and the second is the control group, the number of (19) students.

The researcher relied on the descriptive and semiexperimental methods, Both groups were given two tests reading comprehension and spelling) which were prepared by the researcher for the purposes of this research in two applications (Pre- & post-test).

The results showed that there were statistically significant differences at the level of (α = 0.05) in improving the reading comprehension and increasing the achievement of spelling in favor of the experimental group.

Key words: (Teaching Arabic to non-native speakers, Cognitive strategies, Metacognitive strategies, Reading comprehension, spelling achievement)