شبكة المعلومات العربية التربوية

This study aims at identifying the impact of employing Numbered Heads Together strategy on developing some reading skills among second grade pupils in Gaza. The study tools: A cognitive test for reading skills "silent reading," observation card "loud reading" and a teacher’s guide. The study was applied to a sample of (76) pupils divided into two semesters from Dar Al Arqam Model School of the East Gaza district. The researcher used the experimental method in his study. Main findings of the study: 1) There are no statistically significant differences at the significance level (α ≤ 0.05) between the mean scores of pupils in the experimental group and their peers in the control group in the post application of the cognitive test of reading skills. 2) There are no statistically significant differences at the level of (α ≤ 0.05) between the mean scores of pupils in the experimental group and their peers in the control group in the post-application of the observation card of reading skills. The main recommendations of the study: There is a need to use the Numbered Heads Together strategy during teaching; to achieve interaction and activity in the classroom environment and give pupils an opportunity to express their views and scientific ideas, and in order to develop reading skills among pupils. (Author's abstract)