فاعلية استخدام استراتيجية التساؤل الذاتي في تنمية مهارات القراءة الإبداعية لدى تلاميذ الصف السادس الابتدائي
This study aimed to identify a list of creative reading skills, and explore the effectiveness of using self-inquiry strategy in developing creative reading skills. In order to achieve the objectives of the study, the researcher collected between the two descriptive approaches in achieving a list of creative and semi-empirical reading skills in the selection and implementation of experimental design based on experimental and control groups of (30) students per group. A number of instruments and research materials were designed: a list of creative reading skills suitable for sixth elementary class, a test of creative reading skills, an analytical assessment list for correcting the test, and two guides for the teacher and student. Findings of the study showed: To identify a list of suitable creative reading skills for sixth elementary pupils. And there are statistical significant differences at the level of significance (0.01α) between the average scores of pupils in the experimental and control groups in the post-application of the test in favor of the experimental group in the skills of creative reading (originality, fluency, flexibility, details) individually and collectively. Recommendations of the study: Call for the use of the strategy of self-inquiry when building the curricula of the Arabic language, or to develop, by including the teacher's guide in detail, the steps and procedures to benefit from them, where the results of the study showed the effectiveness in the development of creative reading skills. To hold training courses, and typical lessons for in service teachers about the implementation of the strategy of self-inquiry, to increase awareness of their steps and procedures and the importance of modern teaching. (Published abstract)