فاعلية برنامج قائم على استراتيجيات التعلم النشط في علاج مشكلات القراءة والكتابة في مادة اللغة العربية لدى طالبات الصف السادس
The study aimed to determine the effectiveness of a program based on active learning strategies and treating reading and writing problems among sixth-grade female students at AlHuwaitin School in the United Arab Emirates. The study relied on the quasi-experimental approach in order to be able to achieve the goals, and an achievement cognitive test for reading and writing skills was prepared. And a reading and writing skills observation card. A sample of (18) sixth-grade female students at Al-Huwaitain School was used. In the experimental treatment, the researcher used the flipped classroom strategy and mind maps, because they are the most appropriate for treating reading and writing problems among sixth-grade female students. The study concluded that there are significant differences. Statistically at the level of (0.01) between the average scores of sixth-grade female students in the pre- and post-applications of the cognitive achievement test as well as the observation card is attributed to the use of the flipped classroom strategy and mind maps, and the average gain percentage for active learning strategies in treating reading and writing problems among sixth-grade female students in the language subject. Arabic reached (1.38), which is greater than the index proposed by Black for effectiveness (1.2), which indicates the internal effectiveness of active learning strategies (mind maps - flipped classroom) and their importance in treating the reading and writing problems of sixth-grade female students. (Published abstract)