شبكة المعلومات العربية التربوية

This study aimed at identifying the effect of employing Guided Imagination and Brainstorming strategies on developing written composition skills among fourth grade students. The study problem was defined in the following main question: What is the effect of employing Guided Imagination and Brainstorming strategies on developing written composition skills among fourth grade students? A list of written composition skills, a test for measuring the scope in which written composition skills are developed. The researcher adopted the experimental approach. The study sample consisted of (80) students selected from Rafah Elementary School (B), affiliated with the Ministry of Education, Rafah educational directorate. The students were randomly distributed into two groups; a control group, which studied using traditional methods, and an experimental group, which studied using Guided Imagination and Brainstorming strategies. The experiment duration lasted (8) weeks. The study concluded with a list of written composition skills consisting of (8) skills which should be developed among fourth grade students. Furthermore, there are statistically significant differences at the level of (α=0.05) between the mean scores of the control group and the mean scores of the experimental group, which studied using Guided Imagination and Brainstorming strategies, in favor of the experimental group. In light of the study results, the researcher recommends employing Guided Imagination and Brainstorming strategies in developing written composition skills, because they contribute to developing both oral and written composition skills. By such strategies, learners are effectively encouraged to participate and learning process is driven to be more stable and meaningful. (Author's abstract)