فاعلية برنامج تعليمي علاجي قائم على بعض الاستراتيجيات ما وراء المعرفية لتنمية مهارات القراءة لدى التلاميذ بطيئي التعلم المسجلين في السنة الرابعة ابتدائي. - دراسة ميدانية بمدارس مدينة ورقلة -

Résumé: The current study aimed at identifying the effectiveness of a remedial educational program based on some metacognitive strategies to develop reading skills among Slow Learners registered in the fourth year of primary school, The study attempted to verify the validity of the following assumptions: 1 - There are statistically significant differences in reading comprehension between the arithmetic means of degrees of experimental and control groups in the post-test of the reading comprehension. 2 - There are statistically significant differences in the level of reading comprehension’s dimensions (word, sentence, paragraph) between the arithmetic means of degrees of experimental and control groups in the post-test of the reading comprehension. 3 - The remedial educational program affects in interaction with the gender on the level of reading Comprehension in the post-test of the reading comprehension test. 4 - The remedial educational program affects in interaction with the number of repeating the year on the level of reading Comprehension in the post-test of the reading comprehension. To test the assumptions of the study ; the experimental approach have been used, and the study was conducted on a sample consisted of (30) male and female pupils from Slow Learners registered in the fourth year of primary school, Chosen in a random way, distributed equally on two homogeneous and equivalent groups, an experimental Group consists of (15) pupils and a control group consists of (15) pupils, the study tools are ; Drawing test of Goodenough-Harris, and Wechsler Intelligence Scale for children (WISC-III), and 2 reading comprehension tests (pre-test measuring & post-test measuring), and The remedial educational program based on the metacognitive strategies prepared by the researcher student. The study reached the following results: 1- There are statistically significant differences in reading comprehension between the arithmetic means of degrees of experimental and control groups in the post-test of the reading comprehension in favour of the experimental group. 2- There are statistically significant differences in the level of reading comprehension’s dimensions (word, sentence) between the arithmetic means of degrees of experimental and control groups in the post-test of the reading comprehension test, however there isn’t any statistically significant differences in the paragraph dimension. 3- The remedial educational program doesn’t affect in interaction with the gender on the level of reading Comprehension in the post-test of the reading comprehension. 4- The remedial educational program doesn’t affect in interaction with the number of repeating the year on the level of reading Comprehension in the post-test measuring of the reading comprehension.

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