أثر توظيف كل من أنموذجي ابلتون Appleton Structural analytical model و سكمان Richard Suchman التعلمي الاستقصائي في تنمية الفهم القرائي و الاداء التعبيري لدى طلاب الصف الثالث متوسط في اللغة العربية

Abstract EN

The research aims to identify the impact of employing both the Appleton Structural Analytical Model and Richard Suchman's investigative learning models in developing reading comprehension and expressive performance of third-grade intermediate students in the Arabic language subject.

The researcher selected the study population from the third-grade middle school students at the Al-Furat Secondary School for Boys and the researcher intentionally chose it affiliated with the General Directorate of Education Al-Karkh Third for the academic year (2015-2016) and the third-grade intermediate students were selected (108) students divided into three divisions: (A B C) and the people (A B) were randomly selected whose number is (70) students to represent the two research groups.

The number of students of the first experimental group is (35) that are taught using the two Appleton models, Appleton Structural Analytical Model) and the second experimental group reached (35) students who study using Richard Suchman's investigative learning model.

The parity of the two groups was verified in some variables that might affect the results of the experiment.

As for the two research tools the researcher By using a test for reading comprehension noting that it is an addition to it (20) paragraphs With building a test for expressive performance and after the researcher completed conducting the research experiment according to what was planned and found.

1-The first experimental group to be studied according to the Appleton models is superior Appleton Structural Analytical Model)) in the post-test in developing reading comprehension on the second experimental group that studies according to Richard Suchman's investigative learning model.

2-The first experimental group to be studied according to the Appleton models is superior.