فاعلية برنامج تدريسي قائم على التعلم عن طريق لعب الأدوار في تحسين الاستيعاب القرائي لدى تلاميذ الصف الثالث الأساسي وتنمية اتجاهاتهم نحو القراءة
This study aims at exploring the effectiveness of a teaching program based on learning through role-playing in improving reading comprehension of basic third grade pupils and developing their attitudes towards reading. An experimental approach was undertaken in order to answer the study main question and test the hypotheses. The study population consisted of all basic third-grade pupils in Damascus schools who were about 10985 pupils enrolled in the academic year 2013/2014. Study sample consisted of two groups: the control group 33 male and female pupils in Taher Al Jazaeriand the experimental group 52 male and female pupils in Alsameh Al Kholani school in Almeedan area. The researcher used the following instruments: 1) A teaching model suggested according to the principles and vision of role playing method in teaching which consists of 5 instructional situations over 15 class periods covering the reading subject (My Arabic) part one which consists of 3 units ( Child Rights- Hobbies- Health and food). 2) Reading comprehension test to measure marked improvement in pupils’ performance through role-playing. 3) An attitude questionnaire towards the effectiveness of the suggested model in acquiring reading comprehension skills Study Limitation: a) Thematic limitation: The study is Limited in that only the first 3 units of reading book (My Arabic) part one was taught through role-playing. These units are (My family- First winner- My hobby- Arabic doctor). b) Time Limitation: The study was carried out during the first semester of the academic year 2013- 2014. c) Locative Limitation: The study was carried out on a sample of basic third grade pupils in Damascus state schools. The results showed the following: 1) the effectiveness of a teaching programme based on learning through role playing in improving reading comprehension in all its levels and skills and developing their attitudes towards reading. The study revealed the superiority of the experimental group over the control group in the post reading comprehension test and their attitudes towards reading from increasing the percentage of average gaining and the average of lost gaining and the retention of information. 2) The superiority of the experimental group over the control group according to the achievement variable (high-average- low). 3) There were no statistical significant differences in the deferred post reading comprehension testing the control group. Whereas, there were statistical significant differences in the experimental group which confirms the effectiveness of role-playing in improving reading comprehension and its effective role in the educational process. 4) The amount of lost gaining among pupils in the control group is bigger than the lost gaining among pupils in the experimental group which confirms the effectiveness of role-playing in the retention of information for a longer period. 5) Clear change in pupils attitudes towards reading through their love for reading and participation in class discussion and asking questions which helped shy and hesitant pupils in expressing their opinions and ideas fluency and freely. Based on the findings of this study the following suggestions for improving teaching are offered: 1) using modern strategies in teaching academic subjects in general. 2) Using modern strategies in reading lessons especially in the first cycle of basic teaching. 3) Adopting role-playing strategies as one of the effective learning strategies in teaching some lessons. 4) Practical learning especially for class teacher students and students of other specializations in general in teaching through role-playing even if a miniature education was used. 5) Holding training courses and educational seminars with workshops for training teachers on using varied instructional strategies developing thinking and creativity. 6) Benefit of reading comprehension levels list prepared by the researcher and the necessity for including it the Arabic language curriculum. (Author’s abstract)