فاعلية استخدام استراتيجية تدريس الأقران في علاج صعوبات القراءة الجهرية لدى تلاميذ الصف السادس الابتدائي في محافظة حفر الباطن بالسعودية

Abstract EN

The study aimed to identify the reading difficulties of sixth graders in Hafr Al-Batin governorate and to identify the effect of using the strategy of teaching peers in the treatment of reading difficulties.

Method used in the study: The semiexperimental approach has been used, in line with the objectives of the study.

The study population: The study population consists of all students in the sixth grade of primary school who suffer from difficulties in reading aloud in the administration of education in Hafr al-Batin Governorate (245 students) during the second semester of the academic year 1434/1435 AH.

Study tool: The researcher used a test to measure difficulties in reading aloud, and a guide for the teacher and learner.

Statistical Processes: The researcher used arithmetic averages, standard deviations, alpha kronbach, Persson correlation coefficient, and ANCOVA.

The study found that there is a statistically significant effect at the level of (α = 0.05) for the use of the strategy of teaching peers in the treatment of the difficulties of reading aloud of the recognition and pronunciation and reading speed between the experimental and control groups in the sixth grade pupils.

The most important difficulties and the average difference between the results of the experimental and control groups: There were difficulties in reading skills in general in the sixth grade students.

The experimental average of the experimental group and the control group reached all the verbal reading skills measured by the test (45.07) and the standard deviation (13.39).

The most difficult reading skills among sixth graders (12.44), while the skill of reading speed was second in difficulty, the arithmetic average of the reading skill in both groups (45.85) and standard deviation (13.55) The skill of recognition has been The verbal average of the two groups in the recognition skill was 53.67 and the standard deviation was 20.28.

According to these results, the study recommended a number of recommendations, the most important of which are: interest in the use of effective strategies such as peer education to address the difficulties of reading aloud, especially for the primary stage and employment in the treatment plans to address the difficulties of reading and the inclusion of in - service training programs for teachers of Arabic on the practical topics of the strategy of teaching peers.

In light of the findings of the study, the researcher presented a number of proposals, most notably: The impact of the use of peer education strategy in the development of students' linguistic or social intelligence, as well as the development of communication and dialogue skills