فاعلية برنامج قائم على الانشطة اللغوية في تنمية مهارات القراءة الناقدة وبعض عادات العقل لدى الطالبات المعلمات في كلية التربية في جامعة الأميرة نورة
The study aimed to identify the effectiveness of a program based on linguistic activities in developing critical reading skills and mind habits among female student-teachers at the College of Education at Princess Nora Bint Abdulrahman University in Riyadh. Where the researcher applied the study on a sample of (50) student-teachers at the College of Education at Princess Nora Bint Abdulrahman University in Riyadh in the academic year 1439/1440. To achieve the objectives of the study, the researcher used the experimental approach based on the design of two groups, where the study tools were: (critical reading skills' test, and mind habits measure). The researcher also used different statistical tests which are as the following: 1) Cronbach's Alpha to test the reliability of the study tools. 2) Person Correlation Coefficient to test the validity of the mind habits measure. 3) Mann-Whitney Test for independent samples, to identify the statistically significant differences in female students’ ranks for the experimental and control groups. 4) Wilcokson Test for correlated samples, to identify statistically significant differences in the pre and post ranks of the female students in relation to the experimental group. The study concluded that there are statistically significant differences between the mean scores of the experimental and control groups in critical reading skills in favor of the experimental group, where the students in the experimental group outperformed the students in the control group in the post critical reading skills test, where the average grades of the experimental group students reached (30.26) and the arithmetic mean reached (19.80), while the mean rank of the control group scores reached (20.74) and the arithmetic average of the control group reached (18). It was also found that the p-value was (0.020), which is a statistically significant at the level of ≤ (0.05), which indicates that there are statistically significant differences among the mean scores of female students in the experimental group, and the control group in the critical reading skills test for female teachers in the College of Education. The study also found that there were statistically significant differences between the mean scores of the experimental and control groups in the mind habits measure in favor of the experimental group. Since the scores of the experimental group students in the post application of the mind habits measurer were better than their scores in the pre-application in the mind habits measurer. In addition to that, the study found that the p-value is (0.000), which is a statistically significant at the level of (0.05), which indicates that there are statistically significant differences between average female students’ scores in the pre and post applications in the total mind habits measure in favor of post application. In light of the obtained results, the researcher recommended the following: 1) The necessity of paying attention to critical reading skills and mind habits and to teach them to students at all school levels. 2) The researcher also suggested a number of studies, including: a) A study aimed at designing a program to develop female teachers’ performance in critical reading skills in light of total quality standards. b) A study aimed at discovering the relationship between teachers’ possession of critical reading skills and their mind habits. (Published abstract)