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A1 El Marsafy, Azza Ahmed Hamdi A2 Abd Al Maseeh, Michel A2 Nassar, Reham Yosry Abd El-Latif AB The purpose of this study was to investigate the effect of a cognitive thinking strategy on promoting EFL secondary students creative reading skills. The quasi-experimental design was adopted and a pre-posttest was utilized to compare the participants creative reading skills. Sixty-four EFL secondary students were randomly assigned to experimental (n=32) and control (n=32) groups. Creative reading skills which integrated in this research were fluency, flexibility, originality arid elaboration Each skill included some sub-skills. The researcher prepared a creative reading skills checklist to determine the appropriate creative reading skills for secondary stage students, a pre-posttest to enhance students’ comprehension, and a rubric to correct it. The results of the posttest indicated that the cognitive thinking strategy has a positive and Significant influence on secondary students creative reading skills. Preliminary experimental results indicated that the proposed cognitive thinking strategy could be useful in developing creative reading skills. (Published abstract) http://search.shamaa.org/abstract_en.gif AB استهدفت الدراسة الحالية البحث في تنمية مهارات القراءة الإبداعية باستخدام استراتيجية التفكير المعرفي لدى طلاب الصف الثاني الثانوي حيث شارك في البحث 64 طالبة قسموا إلى 32 كمجموعة ضابطة و32 كمجموعه تجريبية من مدرسة الحرية الثانوية للبنات محافظة الشرقية. طبق اختبار القراءة الإبداعية على الطالبات قبلياً وبعدياً. أشارت نتائج الدراسة إلى تحسن مستوى الطلاب المشاركين في المجموعة التجريبية بعد دراستهم لمهارات القراءة الإبداعية. (الملخص المنشور) http://search.shamaa.org/abstract_ar.gif OP pp. 23-55 T1 A cognitive thinking integrated strategy to develop EFL creative reading skills of secondary stage students [Article] UL https://jfeb.journals.ekb.eg/article_61161_69498f75b940c697c6e25b4f61046804.pdf Full text (PDF) 1 http://search.shamaa.org/fulltext.gif