The Effect of the Reciprocal Teaching Strategy on the Spelling Achievement of the Pupils of First Grade Intermediate Students
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Abstract
The research aims to identify the effect of the reciprocal teaching strategy on the spelling achievement of the pupils of first grade intermediate students.
The research included first - grade intermediate students in middle and secondary day schools for boys in the center of Najaf Governorate for the academic year (2018 - 2019 AD), where the basic research sample amounted to (70) students from the Al-Khaleej Al-Arabi Intermediate School, with (35) students in the experimental group, and (35) students.in the control.group.
The researcher matched between the students of the two research groups in some variables, then determined the dictation topics that will be studied during the experiment period, formulated the behavioral objectives of these topics, and prepared typical teaching plans for their teaching.
The researcher adopted an experimental design with partial control, and prepared an achievement test that consisted of (20) items, to ensure its validity and reliability.
The researcher processed his data statistically by using the appropriate statistical methods for research.
The researcher concluded that there is a statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who studied dictation according to the reciprocal teaching strategy, and the average scores of the control group students who studied dictation according to the usual method and for the benefit of the experimental group.