فاعلية استراتيجية قائمة على دمج التدريس التبادلي والخرائط الدلالية في تنمية التفكير في التذوق الأدبي، وتنظيم الذات للتعلم لدى طالبات الصف الأول الثانوي
The paper aims at identifying the effectiveness of integrating reciprocal teaching-based strategy and semantic mapping to develop thinking in literary appreciation and self-regulation of learning among first-year secondary school students (female) in Riyadh. The experimental method has been employed to answer the questions of the research by 80 high school female students in Riyadh. They were divided into 2 experimental and control groups of 40 students each. The first group studied according to the suggested strategy and the other group of 40 students studied traditionally. The tools of the research included a list of the skills of literary appreciation, a test on the skills of thinking in literary appreciation and a scale of self-regulation of learning. The results of the study proved the effectiveness of the suggested strategies of reciprocal teaching and semantic mapping in developing the skills of thinking in literary appreciation of the (female) students. (Published abstract)