The Effect of the Triple Bridging Strategy on Reading Comprehension and Expressive Performance among Fourth-Grade Literary Female Students

Abstract

The research aims to identify (the effect of the triple bridging strategy on reading comprehension and expressive performance among fourth-grade literary stream female students). To achieve the research objective, the researcher adopted an experimental method with a partially controlled experimental design for two groups: the experimental group and the control group, with a post-test. The sample size for both groups amounted to (62) female students from the fourth-grade literary stream. The researcher randomly selected "Dhat al-Sawari" Secondary School for Girls, with (32) students belonging to the Baghdad Education Directorate / Al-Rusafa Second, as the experimental group, and "July 14" Secondary School for Girls, with (30) students as the control group. The researcher taught the experimental group using the triple bridging strategy, while the control group was taught the same topics using the traditional method. Equivalence between the students of both groups was established in the following variables: (chronological age calculated in months, previous year’s grades, intelligence test, linguistic ability test, and parental educational attainment). The researcher prepared teaching plans for both groups and presented them to experts and arbitrators to benefit from their opinions and expertise. The first semester was chosen for teaching both groups, starting on Tuesday, October 21, 2025, and concluding on Tuesday, December 28, 2025. The researcher tested both groups on the specified reading and expression topics, which had been presented to a panel of experts. The first test measured reading comprehension, and the second measured expressive performance. Both post-tests were administered to the students of the two research groups. After completion, the researcher analyzed the data, and the results yielded the following:

1-The experimental group students outperformed the control group students in the post-reading comprehension test.

2-The experimental group students outperformed the control group students in the post-expressive performance test.

Based on the research findings, the researcher concluded that the triple bridging strategy demonstrated notable effectiveness, as it contributed to motivating students toward accurate understanding and proper expression of reading text content. She recommended its adoption in reading and expression lessons for the fourth-grade literary stream, given the proven impact on reading comprehension and text analysis. She further suggested conducting a similar study to identify the effect of the triple bridging strategy on developing reading comprehension and expressive performance skills in other academic stages, considering the variable of gender.