أثر الاستراتيجية السيميائية لتدريس النصوص القرائية في تنمية الاستيعاب القرائي ومهارات التفكير التأملي لدى طلبة الصف الرابع الأساسي

Abstract EN

The study aimed to identify the effect of the semiotic strategy for teaching reading texts on developing reading comprehension and reflective thinking skills for fourth grade students The semi-experimental approach was chosen, and the researcher chosen two divisions of education students for the fourth grade in Jordan, with (30) male and female students in the experimental group and (30) male and female students in the control group, so that the educational program was applied to the experimental group, and the control group was taught In the usual way, the reading comprehension test and the reflective thinking test were used.

After conducting the statistical analysis process, the study concluded that there are statistically significant differences at level of significance (α≤0.05) between the mean scores of the experimental group members and the average scores of the control group members on the posttest in developing reading comprehension.

It is attributed to the method (the educational program/normal), gender and the interaction between them, and there are statistically significant differences at the level of significance (α≤0.05) between the average scores of the experimental group members and the average scores of the control group members on the post-test in developing reflective thinking skills due to the method (the educational program/ The study recommended the necessity for conducting more studies linking the semiotic strategy with other variables.