فاعليّة استراتيجية التلمذة المعرفية في تحسين الاستيعاب القرائي لدى طلبة الصّف العاشر الأساسي في الأردن
The study aimed at investigating the effectiveness of the cognitive apprenticeship strategy in improving reading comprehension among tenth grade students in Jordan. The study followed a quasi-experimental design, the sample of the study consisted of (120) students, who had been distributed in two groups: experimental and control To achieve the purpose of the study a reading comprehension test was prepared. The test consisted of (30) multiple-choice items, The experimental group studied for (4) weeks according to the cognitive apprenticeship strategy, while the control group studied by conventional way, The reading comprehension test was implemented on both groups before and after applying the strategy. The results of multivariate analysis of covariance (MANCOVA) revealed statistical significant differences at (α=0.05) between the two groups in favor for the experimental groups, also revealed statistical significant differences at (α=0.05) between the two groups attributed to the gender in favor of females, revealed statistical significant differences at (α=0.05) between the two groups interaction between the teaching strategy and the gender variable in favor of females, the two researchers recommended several recommendations, including the adoption of the cognitive apprenticeship strategy in teaching texts literacy. (Published abstract)