The Effect of the Summarization Strategy in Developing Reading Comprehension Skills of Primary School Pupils in Reading Subject

Abstract

The present research aims at identifying the effect of the summary strategy in developing reading comprehension skills among primary school students in the reading subject by verifying the validity of the following null hypotheses:

1. There are no statistically significant differences at (0.05) between the mean scores of the experimental group and the mean scores of the control group students in the post-reading comprehension skill test.
2. There are no statistically significant differences at the level (0.05) between the mean scores of the experimental group in developing reading comprehension skills in pre and post tests.
3. There are no statistically significant differences at the level (0.05) between the mean score of students in the control group in developing reading comprehension skills in pre and post tests.

           The researcher applies the partial experimental method. The sample of the pupils in amount of 60 pupils with 30 pupils in the experimental group and 30 pupils in the control group who are selected from Diyala Governorate in Al-Khalis District. The researcher conducts an equivalence in the variable of  pupils' age calculated in months, the pre-test of reading comprehension and the grades of the previous year of reading. The researcher studies seven reading subjects in the experiment for the reading material for the primary fifth grade. The researcher identifies the behavioral objectives of the reading topics. The researcher designates of reading comprehension skills test in reading for fifth grade pupils at primary school . After the statistical processing, the researcher obtains a result that can be summed up as follows: The superiority of experimental group pupils who studied the summary strategy on the students of the control group who studied the traditional method. The second hypothesis is resulted that there is an increasing growth in the development of the pupils of the experimental group, the superiority is stated in favor of the post-reading comprehension test. The third hypothesis of the students of the control group that there are no differences between the pre-test and post-reading comprehension. In light of the results of the current research, the researcher recommends that the summarization strategy in teaching of reading for the students of the fifth primary, which has an impact on the development of reading comprehension and the researcher suggests to conduct a similar study of the current study in other educational materials such as expression, literature and reading texts.