استراتيجية مقترحة قائمة على التدريس التفاعلي لعلاج الأخطاء الإملائية الشائعة لدى تلاميذ الصف الخامس الابتدائي

Abstract EN

The aim of the current research is to treat common spelling mistakes among fifth-grade primary students through a proposed strategy based on interactive teaching, and the research group consisted of (26) fifth-grade primary students from the martyr / Mohamed El-Sayed Primary School in Giza, for the academic year 2019-2020, and was completed Teaching them using the proposed strategy based on interactive teaching, and the research reached the most important results: There are statistically significant differences at the level (0.001) between the average scores of students of the experimental research group in the spelling test-as a whole-(pre and post) in favor of the higher average, which is the dimensional measurement.

This result confirmed the validity of the first hypothesis, and there are statistically significant differences between the mean scores of students of the experimental group, the research group in the pre and post application in the spelling test in each skill separately for the benefit of the post application, and that the proposed strategy based on interactive teaching has a high effectiveness reached in the test of spelling skills As a whole (1.25), this value exceeded the correct one and falls in the range determined by Black from (1-2), which indicates that the proposed strategy has a high effectiveness that confirms the validity of the third hypothesis, and the research recommended the necessity of adopting the proposed strategy based on interactive teaching in the treatment of spelling errors Popularity and expansion in the use of interactive teaching strategies in teaching and learning Arabic language skills in general.