فعالية استراتيجية ما وراء المعرفة في تنمية الفهم القرائي لدى تلاميذ السنة الرابعة من التعليم الابتدائي

Abstract EN

This research aims to study the reading comprehension of the fourth year students of primary education by identifying the role of the cognitive meaning-building strategy in improving the levels of literal, deductive, evaluative and creative reading comprehension, by answering the following main question : does the use of the cognitive meaning-building strategy lead to improving the levels of reading comprehension among students of the fourth year of primary education ? in order to answer this question, the researcher applied the semi-experimental approach to two samples, the first being a control group, which was studied in the usual way, and the second experimental, which was studied using the KWL strategy, which is based mainly on making the student the focus of the educational process from during its participation in all its stages.

the results of the post application using a test to measure reading comprehension prepared by the researcher showed that the strategy used led to the improvement of the experimental sample students at the deductive, evaluative and creative levels, while it did not affect the results of the literal level ; the results of the two samples were similar.

the KWL strategy also helped the students to organize their knowledge, set goals and evaluate their performance by using thinking processes in an organized way.

it enabled them to direct their thoughts towards the goal and search for new by planning and monitoring their processes while controlling the goals they seek.

therefore, we can come up with the following suggestions : -the necessity of generalizing cognitive and metacognitive strategies in teaching reading.

-identifying students who have problems at the level of reading comprehension to help them by applying the appropriate cognitive and / or metacognitive strategies.