The Effect of Directed Discovery Strategy on Reading Comprehension For Special Education Pupils

Abstract

The current research aims to identify the effect of using the guided discovery strategy on the reading comprehension of special education students, and to achieve the goal of the research, a hypothesis was developed that states the following (there is a statistically significant difference between the scores of the students of the experimental group that is taught according to the guided discovery strategy and the scores of the students of the control group Which is taught according to the usual method of reading comprehension), where the research sample consisted of (18) male and female students of the fourth grade of primary (special education) and of both sexes from the schools of Bashiqa district of Nineveh Governorate. The researcher prepared a test to measure the level of reading comprehension for the students of the two research groups and components From (22) paragraphs, which were prepared based on the reading book for the fourth grade of primary school, and the apparent validity of the test was confirmed by presenting it to a group of experts and arbitrators to determine its readiness for application. The stability was extracted by retesting using the (Coder Richardson 20) equation, and it was used The researcher has the experimental design, which is called the equivalent group design, and to analyze the research results, the data was processed statistically by opacity. D on the T-test for two independent samples and the value of chi-square (and Couder Richard Son's equation 20). The results of the research showed that there was a statistically significant difference in favor of the experimental group students in reading comprehension. To complete the results of the research, the researcher made a number of recommendations and suggestions.