تدريس القراءة باستخدام استراتيجية المحطات العلمية لتنمية مهارات القراءة الناقدة لدى تلاميذ المرحلة الابتدائية
The present research aims to identify the effectiveness of using scientific stations’ strategy for developing critical reading skills for primary pupils. To achieve the research objective, the following skills of critical reading, suitable for primary fifth-grade pupils, were specified: distinction between truth and fiction in a reading text, distinction between relevant and irrelevant information in a reading topic, error detection in a reading text, awareness of the read contrast aspects, and expressing his opinion on the characters of a story he read. Pupil's booklet and Teacher's guide were prepared according to scientific stations strategy; critical reading test were prepared according to the research target skills in addition. The research sample consisted of (80) male and female pupils at Bint-Nile Primary School, Tahta Educational Administration, Sohag governorate; they were divided into (40) pupils in the experimental group and (40) pupils in the control group. The research tools were applied during the first semester of the academic year 2020-2021. The findings of the study show that there is a statistically significant difference at the level of (0.05) between the two average scores of both experimental group pupils- who studied reading topics through the scientific stations strategy- and those of control group- who studied the same topics through the traditional method- in the posttest of both Critical Reading Test in favor of the experimental group pupils. These findings confirm the effectiveness of using the scientific stations strategy for developing critical reading skills for primary fifth-grade pupils. The study recommends conducting further educational studies on using the scientific stations strategy for other branches of Arabic language. (Published abstract)