أثر برنامج تدريسي يستند إلى النظرية التفاعلية الاجتماعية في الاستيعاب القرائي لدى طالبات الصف التاسع الأساسي في الأردن
This study aims at explaining the impact of an instructional program based on social interactive theory in reading comprehension of grade ninth female students in Jordan. The participants of the study consist of (67) female students from Jirina High School for Girls under the directorate of Madaba district. This school was purposely selected, where sections of grade nine were distributed randomly into two groups: an experimental group and a control group. To achieve the goals of the study, the researchers developed an instructional based on the social interactive theory a reading comprehension test. The reading comprehension test was applied regarding the two groups, before and after the implementation of instruction. The experimental group underwent six weeks of instruction using the developed instructional program, while the control group was exposed to the currently running instructional program for these six weeks. To respond to the questions of the study, the two researcher utilized descriptive statistical analysis and mancova. Results showed statistically significant differences at (α= 0.50) among the two groups that can be attributed to the impact of the instructional program at all reading comprehension levels in favor of the experimental group. In light of the research results, the two researcher recommends conducting further research concerning the educational applications of the social interactive theory in teaching Arabic language skills for a variety of age groups and to both sexes. The researchers also recommend adopting the suggested instructional program based on the social interactive theory that has been developed for teaching reading comprehension for grade nine students. (Published abstract)