Effect of the strategy of directing thinking during reading (D-R-T-A) on the achievement of literary fifth grade students in the subject of literature and texts

Abstract

The current research aims to identify the effect of the strategy of directing thinking during reading (D-R-T-A) on the achievement of fifth-grade literary students in literature and texts. The experimental group who study literature and texts using the strategy of directing thinking (D-R-T-A) and the average scores of the students of the control group who study the same subject in the usual way. The researchers adopted the experimental design with partial control, consisting of an experimental group and a control group with a post-achievement test, and the research community consisted of secondary and preparatory schools for boys affiliated to the Directorate of Education of Babel / the Center, and by random drawing, the researchers chose a secondary school (Ibn Sina) located in the center of the governorate. Babylon to conduct the experiment, and the school included two divisions for the fifth literary, and division (B) was chosen randomly to represent the experimental group, while Division (A) represented the control group, and the research sample amounted to (60) students, with (30) students for each group.