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أثر استخدام استراتيجية "إعادة الصياغة" (RAP) في تحسين مهارات الفهم القرائي

لدى الطلبة ذوي صعوبات التعلم

مروان المصري ‏

محمد مهيدات و أمل الصمادي

Doi://10.47015/17.2.5                           

JJES,17(2), 2021, 235-250

ملخص: هدفت الدراسة الحالية إلى استقصاء أثر استخدام استراتيجية "إعادة الصياغة"(RAP) في تحسين الفهم القرائي في المستويين الحرفي والاستنتاجي لدى عينة من الطلبة ذوي صعوبات التعلم. تكونت عينة الدراسة من (60) طالبًا وطالبة من طلبة الصفين الخامس والسادس تم اختيارهم بطريقة قصدية من أربع مدارس في محافظة إربد في العام الدراسي 2017/2018. تم إعداد برنامج تدريبي يستند إلى استراتيجية إعادة الصياغة (RAP)، بالإضافة إلى إعداد اختبار القراءة الجهرية لغايات اختيار أفراد الدراسة، بالإضافة إلى إعداد اختبار الفهم القرائي. تم توزيع أفراد الدراسة عشوائيًا بالتساوي على مجموعتين: واحدة تجريبية وأخرى ضابطة، وتم تطبيق الاختبار القبلي على المجموعتين، وتعرضت المجموعة التجريبية للبرنامج التدريبي، بينما تعرضت المجموعة الضابطة إلى التدريب بالطريقة التقليدية، وتم تطبيق الاختبار البعدي على المجموعتين. وأشارت النتائج إلى وجود فروق دالة إحصائيًا بين متوسطات علامات الطلبة في المجموعتين في اختبار الفهم القرائي الكلي ومستوياته، لصالح المجموعة التجريبية تعزى إلى البرنامج التدريبي، إضافة إلى عدم وجود فروق دالة إحصائيًا بين متوسطات علامات الطلبة في اختبار الفهم القرائي الكلي ومستوياته تبعًا لمتغير الجنس على القياس البعدي. وأشارت النتائج إلى عدم وجود فروق دالة احصائيًا بين متوسطات علامات الطلبة في الاختبارين البعدي والتتبعي، في اختبار الفهم القرائي الكلي ومستوياته؛ بمعنى استمرار الحفاظ على الأثر الإيجابي للبرنامج التدريبي بعد أسبوعين من تطبيق الاختبار البعدي.‏


‏(
الكلمات المفتاحية:
استراتيجية إعادة الصياغة RAP))، الفهم القرائي، الطلبة ذوو صعوبات التعلم)


The Effect of "Read-Ask-Paraphrase"- RAP Strategy on ‎Improving the Reading Comprehension Skills among ‎Students with Learning Disabilities in Jordan

 

Mohammad Muhaidat and Amal Al-Smadi, Yarmouk University, Jordan.

 

Abstract:

The present study aimed to investigate the impact of the use of the "paraphrasing " strategy (RAP) to improve reading comprehension at the literal and deductive levels of a sample of students with learning disabilities. The study sample consisted of (60) students from fifth-and sixth-grade students who were chosen intentionally from four schools in Irbid Governorate. A training program based on the Paraphrasing strategy (RAP) was prepared, in addition to preparing a reading test for the purpose of selecting the study members, as well as preparing a reading comprehension test. The study members were randomly distributed equally to two groups: experimental and control and pre-test was applied to the two groups. The experimental group was exposed to the training program, while the control group was subjected to training in the traditional way and post-test was applied to both groups. The results indicated that there are statistically significant differences between the mean scores of students in the two groups, in the total reading comprehension test and its levels, in favor of the experimental group. There are no statistically significant differences between the mean scores of students in the total reading comprehension test and its levels according to the gender variable in the post-measurement and the results indicated that there are no statistically significant differences between the mean scores of students in the post-test and the follow-up test in the total reading comprehension test and its levels In other words, the positive impact of the training program continued after two weeks of applying the post-test.

(Keywords: RAP Paraphrasing, Reading Comprehension, Learning Disabilities)

 

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