دور مهارات القراءة الأولية للغة العربية في التنبؤ بمستوى الطلاقة في القراءة لدى تلاميذ الصف الثالث الابتدائي في المدارس الحكومية في قطر
DOI:
https://doi.org/10.35516/edu.v51i1.5038الكلمات المفتاحية:
الطلاقة القرائية، مهارات القراءة الأولية، التنبؤالملخص
الأهداف: تهدف هذه الدراسة إلى الكشف عن دور مهارات القراءة الأولية للغة العربية في التنبؤ بالطلاقة القرائية لدى تلاميذ الصف الثالث الابتدائي في المدارس الحكومية في دولة قطر.
المنهجية: تبنت الدراسة المنهج الوصفي الارتباطي، حيث تم جمع بيانات الدراسة من خلال استخدام اختبار مهارات القراءة الأولية في اللغة العربية "Test of Early Arabic Literacy Skills (TEALS)" لقياس مهارات القراءة الأولية ومهارة قراءة الكلمات، واختبار لقياس مهارة الطلاقة القرائية على مستوى النصوص لتلاميذ الصف الثالث الابتدائي البالغ عددهم (200) تلميذًا، (100) من الإناث، و(100) من الذكور. تم اختيار مدرستين من بين المدارس الحكومية الابتدائية للبنات والمدارس النموذجية للبنين بشكل عشوائي. طبقت المقاييس بشكل فردي لكل تلميذ خلال ساعات الدوام الرسمي للتلاميذ.
النتائج: توصلت الدراسة إلى أن مهارتي المعالجة الصوتية وقواعد الإملاء والتهجئة تتسمان بأكبر نسبة من حجم التباين في التنبؤ بالطلاقة القرائية على مستوى الكلمات والنصوص.
الخلاصة: توصي الدراسة بالعمل على رفع مستوى التلاميذ في مهارات القراءة الأولية من خلال تهيئة البيئة التعليمية وتدريب المعلمين على تطبيق أفضل الأساليب والاستراتيجيات لتحقيق ذلك.
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