فاعلية استراتيجية مقترحة "مسارات القراءة" لتدريس النصوص الأدبية قائمة على فنيات نظرية التلقي في تنمية مهارات القراءة الإبداعية لدى طالبات الصف الثاني الثانوي العام
This research aims at measuring the effectiveness of using a proposed strategy (reading paths) based on the techniques of receiving theory (horizon of expectation, question, answer, gaps and gaps in aesthetic distance) in developing creative reading skills (fluency, originality, flexibility, expansion and details) Secondary education through the teaching of literary texts in the second semester. To achieve this goal, the researcher prepared a list of creative reading skills required for second grade secondary students, a test that measures these skills, as well as the preparation of working papers for students and a guide to the teacher shows how to use the proposed strategy. The researcher followed the semi-experimental approach based on the experimental design of the experimental and control groups through the following procedures: Preparation of creative reading skills test for secondary students. The test was determined by presenting it to a group of arbitrators and modified in the light of their opinions. The results of the application, and then the application of the strategy proposed to the students of the experimental group, which numbered thirty-five students, while studied the students of the experimental group, which numbered thirty-five students literary texts using the method The test was applied after the end of the experiment on the students of the two groups, monitoring the results, processing them statistically and interpreting them, and presenting recommendations and future research projects. The results showed that there were statistically significant differences between the mean scores of the experimental group and the control group scores in the post-creative reading test for the experimental group. The results also indicated the effectiveness of using the proposed strategy based on receiving theory techniques in developing the creative reading skills of the students of the experimental group. (Published abstract)