فاعلية مسرحة المناهج في تنمية مهارات القراءة الجهرية

Abstract EN

The study aimed at; identifying loud reading skills appropriate for female primary six-graders, identifying principles of using a drama-based approach to develop loud reading skills, determining the extent that six-graders master loud reading skills, identifying the effectiveness of using a drama-based approach on developing loud reading skill of six-graders.

To achieve these objectives, the researcher has developed the following tools ( an inventory of loud reading skills appropriate for female six graders, and an observation sheet of reading performance).

The problem of the study could be stated in the following major question: What is the effectiveness of using a drama-based approach on developing loud reading skills of primary six-graders? The researcher utilized the both the descriptive and the quasi-experimental designs.

The tools of the study have been utilized by a number of 58 female-pupils who were randomly selected and equally divided into two groups; an experimental group which studied using the drama-based approach, and a control one that used the traditional method of teaching.

The study has, also, utilized a set of appropriate statistical means such as ; percentage, means, standard deviations.

Squared Q ,t-test, and ETA square to identify the size effects).

Results of the present study showed that:- There were no significant statistical differences at (0.01) between means of scores obtained by subjects of the experimental group and those of the control one in the pre-test of loud reading skills.

-There were significant statistical differences at (0.01) in levels of six-graders performance in loud reading skills as reflected by their performance in their loud reading observation sheets.

- There were significant statistical differences at (0.01) between means of scores obtained by subjects of the experimental group and those of the control one in the post-test of loud reading skills favoring the experimental group .

This was attributed to the different method of teaching.

The present study has offered a set of important recommendations such as; -It is necessary to reconstruct the loud reading courses and syllabi of primary stage in a way that enhances their loud reading skills.

- Encouraging female teachers to develop some Arabic language lessons using dramatization to help pupils better trained in language skills.

- Curricula-planners should consider the issues that makes contents available to be dramatized easily in the classroom in an interesting and enjoyable way to all pupils.