The Influence of Using Narrative Method Through on the Enhancement of Reading Comprehension Skills in Arabic Language Among Second Grade Students

أثر استخدام أسلوب السرد القصصي في تنمية مهارات الاستيعاب القرائي في اللغة العربية لدى طلبة الصَّف الثّاني الأساسي

المؤلفون

  • Rowaida Harbi Al-Saraj

الكلمات المفتاحية:

أسلوب السَّرد القصصي
مهارات الاستيعاب القرائي
طلبة الصف الثاني الأساسي
مهارات اللغة العربية

الملخص

The study aimed to investigate the effect of using the storytelling Arabic among students of the second garde using the quasi-experimental approach were formed in developing reading comprehension skills in language. The study sample consisted of (62) students from jabal Prince Faisal Basic School. The sample was divided randomalu into two groups, one of which is experimental and included (31) male and female students and the other is a control and it had (31) male and female students.

The study was applied in the first semester of the academic year 2020/2021 and the study tool was prepared from it by examining the literal comprehension of the realable and in its final form of (10) paragraphs, and it was applied after verification of validity and consistency.

The result of the study indicated that there were statistically significant differences in the arithmetic averages and orbital deviations of the students, performance on the test of the literal comprehension of the post- reading in favor of the experimental group that studied using the method of storytelling, the study recommended the necessity to restore the Arabic language.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

السيرة الشخصية للمؤلف

Rowaida Harbi Al-Saraj

 

Ministry of Education || Hashemite Kingdom of Jordan

التنزيلات

منشور

2021-08-30

كيفية الاقتباس

Rowaida Harbi Al-Saraj. (2021). The Influence of Using Narrative Method Through on the Enhancement of Reading Comprehension Skills in Arabic Language Among Second Grade Students: أثر استخدام أسلوب السرد القصصي في تنمية مهارات الاستيعاب القرائي في اللغة العربية لدى طلبة الصَّف الثّاني الأساسي. مجلة العلوم التربوية و النفسية, 5(32), 100–80. https://doi.org/10.26389/AJSRP.D300321

إصدار

القسم

محتوى العدد