شبكة المعلومات العربية التربوية

The study aims at identifying (the effectiveness of eclectic model in developing reading skills for preparatory school students in reading subject). To achieve the aim of the study, the researcher has formulated three null hypotheses, which are: 1) there are no statistically significant differences at level (0.5) between the mean scores of the experimental group who is taught by eclectic model and the control group who is taught by the traditional way in developing reading skills post-test. a) There are no statistically significant differences at level (0.5) between the mean scores of the experimental group and control group in comprehension skill post-test. b) There are no statistically significant differences at level (0.5) between the mean scores of the experimental group and control group in speed skill post-test. c) There are no statistically significant differences at level (0.5) between the mean scores of the experimental group and control group in correctness skill post-test. 2) there are no statistically significant differences at level (0.5) between the mean scores of the experimental group in reading skills in pre-test and posttest. a) There are no statistically significant differences at level (0.5) between the mean scores of the experimental group in comprehension skills in pre-test and post-test. b) There are no statistically significant differences at level (0.5) between the mean scores of the experimental group in speed skills in pre-test and posttest. c) There are no statistically significant differences at level (0.5) between the mean scores of the experimental group in correctness skills in pre-test and post-test. The sample of the study consisted of 60 pupils of fourth literary grade in two preparatory schools at Diyala province / Baladruz. The sample is randomly chosen and distributed on two groups (experimental group and control group) in the amount of 30 pupils for each. The experimental group is taught by eclectic model at Baladruz Preparatory School, while the control group is exposed to the traditional way of teaching at Imam Al-Zahri Preparatory School. An equivalence has been done between the two groups in the number of variables including; (students' marks for Arabic language of previous year, chronological age, academic level of parents, language proficiency test, developing reading skills post-test. After that, the syllabus of the course is stated in reading skills, 42 behavioral objectives are formulated. The researcher designed two lesson plans, the first lesson prepared according to eclectic model, while the second one prepared according to traditional way. The two groups are taught by the researcher himself according to the lessons plan which are already preset for the purpose of the study. The experimental study continued until / 4/2014 and the end of the experimental study, a post-test is applied in developing reading skills (comprehension, speed, correctness). Comprehension skill test contained four questions by 33 items distributed on the levels of the six levels of bloom's taxonomy such as multiple choices test, completing test, true and false and essay writing with a short answer. In speed and correctness skills, the researcher has developed standards for measuring these two skills characterized by validity and reliability, and after the application of the test on two groups and analyze the results statistically treated. The results showed the superiority of the experimental group that is taught according to the election model on the control group which is taught by traditional way of teaching. In light of the findings of the study, the researcher has recommended on the necessity of adopting eclectic model as an effective method in teaching reading. As a complement to this study, the researcher suggested conducting a similar study of the current study deals with the other stages of schools. (Published abstract)