تأثير إستراتيجية "إتقن" المقترحة في تنمية مهارات الفهم القرائي لدى متعلمي اللغة العربية الناطقين بلغات أخرى

Abstract EN

This study aims at identifying the effect of 'RTED' (read, think, evaluate and discuss) strategy, which was suggested for developing some non-native Arabic learners' reading comprehension skills.

to reach this goal, a suggested framework of 'RTED' of mastery strategy was constructed along with a reading comprehen sion skulls questionnaire nevessary for learners, a learner's handbook, a teacher's guide, and a reading comprehension skulls test.

136 level-4 learners studying at instutite of teaching Arabic to non-native Speakers of Other Languages, Islamic University of Madinah, KSA.

the group was divided into two categories : a pilot group of 104 learners, and a main group of 32 learners.

research results indicated generating a reading-comprehension skills inven tory that involved 5 main skills that were sub-divided into 12 inor skills as follows : (1) literal/ graphical comprehension (4 minor skills); (2) deductive comprehension (5 minor skulls), (3) critical comprehension (4 minor skulls); (4) tasting comprehension (3 minor skills); and (5) creative comprehension (1 minor skull).

moreover, research results indicated the poor levels of the target non-arabic speakers in these skills as their total means of reading comprehension skulls was 48.23%.

in addition, research results indicated the existence of statistically significant differences between learners' means of scores in both pre-and post-administration of the reading comprehension skills in favour of the post-administration.

also, the effect size formula indicated that the suggested /RTED Strategy led to the development of reading comprehension skills for non-native Arabic learners.