مستوى تضمين مهارات الفهم القرائي في أنشطة "أتهيأ للقراءة" في كتب العلوم للمرحلة المتوسطة
DOI:
https://doi.org/10.47015/19.2.6الكلمات المفتاحية:
Reading Comprehension Skills, Direct Comprehension Level, Inference Comprehension Level, Critical Comprehension Level, Inclusion Level, Readiness to Read Activities, Science Textbooks, Middle Schoolsالملخص
The study aimed to investigate the level of reading comprehension skills included in Readiness to Read activities in science textbooks for middle school, 1442H edition, using a descriptive approach based on content analysis design. An assessment tool was prepared, including 14 skills distributed among three levels of reading comprehension skills: direct, inference, and critical comprehension. Validity and reliability were established. Results showed reading comprehension skills were included in all 36 Readiness to Read activities (68.7%). The direct level of reading comprehension skills has the highest inclusion rate (83.9%), then the inference level (67.4%), and finally the critical level (54.4%). Results indicated no statistical difference in inclusion according to grade. Based on the results, a recommendation was made to reconsider the mechanism of including reading comprehension skills in Readiness to Read activities through diversity in the design of activities. A readability study of readiness-to-read activities in middle school science textbooks was proposed
