فاعلية التعلم المنظم ذاتيا في تنمية مهارات الكتابة الهجائية لدى طلاب المرحلة الإبتدائية بالمملكة العربية السعودية
The current study aims to examine the effectiveness of self-regulated learning strategies in the development of orthographic writing skills for elementary six grade students. To achieve that goal, a list of appropriate alphabet writing skills for primary school students was constructed and a test to measure those skills for sixth grade. A quasi-experimental approach was adopted in the treatment of the study variables. A total of 66 six-grade elementary students in Madinah took part in this study. The study sample included two groups: a) an experimental group (n= 33) that taught using self-regulated learning strategies b) a control group (n= 33) that taught using the regular approach. A number of results were reached, including the existence of statistically significant differences between the average performance of the experimental group and the control group in the orthographic writing test for the experimental group, which indicates the supremacy of the experimental group and their improvement in orthographic writing as a result of the use of self-regulated learning strategies. The study put forward a number of recommendations. Primarily, it is hereby recommended that organizing orthographic writing skills in accordance with the strategies and dimensions of self-organized learning, and elementary-school Arabic language teachers are trained on the use of self-regulated learning strategies in developing with Arabic orthographic writing skills. (Published abstract)