أثر نمطي إستراتيجية مرشد التوقعات في الفهم القرائي عند طالبات الصف الثاني المتوسط


Ar

Search aims to find out the impact of a typical guide expectation in Reading Comprehension strategy with second grade students average. To achieve the goal Find drafted researcher null hypothesis the following: there is no difference statistically significant between the average level students the experimental group first women studying material reading using a strategy guide expectations of the first pattern, and the average students Experimental group second who are studying material reading using a strategy guide expectations the second pattern and the average level students of the control group who are studying reading material in the usual way in Reading Comprehension at a level of significance 0.05. Researcher randomly chosen sample of students in the second grade average of secondary students prostration for girls of the General Directorate for Educational Rusafa Baghdad for the second academic year (2014-2015). The number of students for the research sample 75 student randomly distributed between three experimental group first of 25 students studied using Expectations first pattern and experimental second guide strategy studied using Expectations second style guide strategy includes 25, and the third officer bench 25 students studied the way normal. Rewarded researcher students between the three groups in chronological age variables, a year earlier degrees of the Arabic language, educational attainment of the parents, and intelligence. Drafted a researcher 90 goals and prepared lesson plans, offered by the group of experts and arbitrators, then prepared a test to measure reading comprehension be of 40 items distributed on four questions distinguish valid and reliable test and objectivity. The researcher used the following statistical methods: Unilateral analysis of variance, and Chi-square, paragraph equation difficulty, discriminatory power, the effectiveness of alternatives Error, Pearson correlation coefficient, Cronbach’s alpha equation Scheffe method for multiple budgets. The study found the following results: Higher than the second experimental group students studied follows the strategy of using the second style guide expectations on students follows the first group studied using a strategy guide expectations the first pattern and the female control group studied it follows the usual way in Reading Comprehension. Superiority students follows the experimental group first studied using the first style guide expectations strategy the students studied follows the control group using the usual method in Reading Comprehension. In light of the research findings as a result of the researcher to several conclusions, including: 1) Guide expectations the first pattern and the second strategy style makes the student learning process and this is what the focus advocated by modern trends in teaching. 2) Allowed this guide expectations the first pattern and the second pattern formation for the students positive interaction result of increased personal contact strategy among themselves, and by raising questions and asking opinions and express their views, creating intimacy and interaction among them. The researcher recommended a number of recommendations including: 1) For teachers need reading material on the foundations of modern strategies and steps, in particular the guide expectations first pattern and the second pattern strategy, through educational courses or seminars, publications own. 2) To encourage educational institutions and research centers to apply guide expectations first pattern and the second pattern strategy within the activities and exercises in the school curriculum materials and everyday situations. The researcher also came up with several proposals are: 1) A similar study of the current study in other stages of seminars and classes. 2) Similar study and on other variables such as direction, and variable sex. (Author’s abstract)