The impact of the imaginary writing strategy (RAFTS) on reading comprehension and written expression among middle-grade students

Abstract

  The study aimed to identify (the impact of the imaginary writing strategy (RAFTS) on reading comprehension and written expression among middle-grade students), and the research community was determined from the middle and high school day schools affiliated to the Directorate of Education in Baghdad / Rusafa third, for the academic year (2018 / 2019 m). The researcher adopted the experimental approach in his current study. The researcher intentionally chose the sample from Osama bin Zaid Intermediate School for Boys. The number of individuals in the sample reached (68) students (34) in the experimental group and (34) in the control group, and the researcher taught the experimental group with a strategy Imaginary writing (RAFTS), and teach the control group the traditional way.

  The researcher determined the scientific subject to be taught to the second intermediate grade students with (6) reading topics from the Arabic language textbook (reading and texts) for the second intermediate second year students for the academic year (2018-2019), and the researcher prepared a typical lesson for all subjects of the experiment, and a test that measures expressive performance Reading comprehension for students of the two research groups.

  The results of the tests were statistically treated through the use of the t-test, and a number of statistical methods; Where the results of the research showed the superiority of the students of the experimental group that studied according to the strategy of fictional writing (rafts) (RAFTS) over the control group that studies according to the usual method in the skill of reading comprehension, and in expressive performance.

 In the midst of this, there were a number of recommendations and subsequent proposals to complement the research.