المناشط الصفية و دورها في تنمية مهارات القراءة : دراسة تجريبية

Abstract EN

This research aimed at identifying classroom activities and their role in developing reading skills.

To achieve the goal of the research, the researchers adopted an experimental design with partial control, which is the design of the control group with pre and post test .The research sample included (72) students from the fifth primary class in the Rawabi Primary School, which is affiliated with the Baghdad Directorate of Education, the first Rusafa, and they were randomly assigned to two groups, by (35) students in the experimental group, and (36) students in the control group, The experimental groups carried out a number of class activities to develop reading skills, and the control group in the traditional way.

they were rewarded between the two research groups in the variables (chronological age calculated by months, academic attainment of parents, educational attainment of mothers, and test scores for tribal silent reading skills.

The researchers tried to control a number of exotic variables that the literature and previous studies indicated may affect this type of experimental designs such as (experiment conditions, accompanying accidents, experimental extinction, differences in sample selection, processes related to maturity, the measuring instrument, statistical regression, and the effect of procedures Experimental .

The researchers identified the scientific material that included (7) reading topics from the Arabic reading book to be taught to fifth-grade primary students for the academic year (2019-2020) in Iraq.

The researchers prepared a model lesson for each topic prepared for the experiment, and to measure the speed of reading among students of the two research groups, prepared.

The researchers read a text from the Arabic reading book to be taught to fifth-grade primary students and its title (The Blind and the Wicked).

The researchers made a number of amendments to the topic as they replaced a number of words and phrases to ensure that students did not memorize the subject.

To measure understanding, the researchers prepared a test on the reading piece itself, which consisted of three questions, the first question of the type of multiple choice, and the second question of the type of arrangement, while the third question was of the complement type, and the researchers made sure of its sincerity, consistency, and the discriminatory strength of its paragraphs, and a factor Difficulty, and the effectiveness of the wrong alternatives.

Using the T-test for two independent samples, the study yielded the following two results First: There is a statistically significant difference between the mean scores of students in the two research groups in the reading comprehension skill, in favor of the experimental group at the significance level (0.001(, Second: There is a statistically significant difference between the average scores of students in the two research groups in the skill of reading speed, in favor of the experimental group at the level of significance (0.001).