Basic Informations

C.V

Name /walaa Shalaby Mohammed Qrni.

Address: Kasbah - Somasta - Beni Suef.

Title of work: Faculty of Education - University of Beni Suef - in front of the Governor's rest.

Telephone: 01226302719

Place of birth: Qambash - Biba - Beni Suef

Marital status: Married with children.

Gender: Female

Nationality: Egyptian

  Qualifications:-

- BA in Arts and Education - Arabic Language Department - Beni Suef University - Grade (Excellent Year with Honors) May 2012

- Professional diploma in Education, specialization (curriculum development) - University of Beni Suef - Grade (Excellent), 2014

- Special Diploma in Education - Beni Suef University with a grade of (very good) 2015

- Master of Education, Curriculum and Teaching Methods, Arabic Language, Faculty of Education, Beni Suef University, Grade (Excellent) 2019.

Scientific sessions:

- Integrity, Transparency and Anti-Corruption- Center for Human Resources Development - Beni Suef University (from 29-7-2018 to 30-7-2018).

- Strategic Planning - Center for Human Resources Development - Beni Suef University (from 7 - 7-2018 to 1-8-2018).

- Research Team Management - Center for Human Resources Development - University of Beni Suef (from 7 - 7-2018 to 1-8-2018).

- Ethical Conduct and code of Ethics - Center for Human Resources Development - University of Beni Suef (from 5-8-2018 to 6-8-2018).

- Student evaluation and Examination Techniques - Center for Human Resources Development - University of Beni Suef (from 5-8-2018 to 6-8-2018).

- Financial and Legal Resources - Center for Human Resources Development - Beni Suef University (5-1-2018 to 6-1-2018).

Current job:-

- Teaching Assistant, Faculty of Education, Beni Suef University - Curriculum and teaching methods - Arabic language specialization.

Foreign languages:-

- The level of (TOEFL) of the English language.

- French (average level).

 

Master Title

The Effectiveness of Repeated Reading strategy in Developing Reading fluency and Reading Comprehension of Primary Stage Students.

Master Abstract

Introduction to Research: Reading is one of the most important language skills, it enables man to connect with human knowledge in the present and past (Ali Saad, et al., 2011, 19). it is more important for students in different stages of education, Students ability to read and understand text is a key for their academic and life success, Reading helps Students to move from one educational stage to another, and expand, develop their experiences (Hassan Shehata, 2002, 103). The primary goal of reading to gain meaning from written text, if students can't learn reading in lower grades, they faces many difficult to learn it in upper grades, reading also mean of obtains knowledge and learning subjects successfully (Samir Abdel Wahab et al., 2002, 42). Reading fluency is one important component of reading, and real product of reading in general, and a manifestation of students' proficiency in their skills. The efficiency of pupils in reading is measured by the accuracy of reading, their rate (speed with time) ... Thus, reading fluency is the ability to read various articles easily, accurately with understanding of what read (4, 2006,BrIzntez Zvia). The importance of fluency in reading is that it enables students to know the words, sentences and phrases, and to pronounce them expressive and smooth and understand quickly, and therefore confirms some researcher (Schwanenflugel, 2-1-2008, PaulaJ & Ruston, HilaryP.) That reading fluency is an important goal of primary school, as these students need to practice reading quickly and accurately with good expression, and it is an important condition for good reading comprehension, and to enjoy reading experiences (William, 2010). Reading fluency is a key measure of overall reading ability. By grades 3-4, the scholastic focus shifts from learning to read to "reading to learn", and students build vocabulary and knowledge through reading. If reading is less effortful, there are more mental resources available for comprehension, analysis, and critical thinking when reading fluency is poor, comprehension often suffers. (Frye, E., Trahten, W.2005). Educational studies indicate that the understanding is the absolute goal of reading no matter how different the level of the reader and his purpose of reading and the type of reading material. Understanding the basis of the reading process, reading without understanding is no longer a reading in its proper sense. (Hassan Shehata and Marwan Al-Samman, 81, 2012). When reading fluently and understanding it is efficient in reading, so there is a relationship between fluency of reading and understanding; where fluency reading is a bridge between the skills of decoding (identification) and understanding, (Hsnaa Sabry, 2014: 534) Based on the above, the interest in teaching the skills of fluency and reading comprehension and the selection of the most appropriate strategies for teaching and training has become the concern of many researchers. Tankersley (2003) pointed to the existence of many techniques and strategies that can be used to develop literacy skills and reading comprehension. (Temporary reading, school theater, free and extensive reading, academic reading, and repetitive reading). the strategy of repeated reading, as one of the most important strategies that facilitate students' awareness of the words and pronunciation, and discrimination, especially the words of repeated use, one of the strategies used to develop skills of fluency reading and reading comprehension, and based on the theory that shows that repeated reading increases the fluency of reading to the limit Where reading becomes automatic and accurate (Lamia Mohammed Khairuddin 2004). This strategy is used effectively with individuals and small cooperative groups, where the student reads the word word or is dealt with by training him on different voices, which he finds difficult to pronounce, and requires reading a short text of meaning, Times, to reach the desired rate of fluency and fluency in reading, which is usually measuredby the number of correct words per minute (Alliangton, 2001). .... This strategy takes several sub-strategies, including: 1. Timed Reading. 2. Reading pairs. 3. Choral reading. 4. Re-reading Rehearsal. 5. Phrasing Expression. Sense of problem: Although the importance of repeated reading fluency, it has been neglected in the reading curriculum for a long time (NRP, 2000). Some of the results of research and surveys in the United States indicate that 36% of fourth graders have the basic level of reading skills, and only 30% read high-level (United State Department of Education, 2005). The report of National reading panel also showed that 44% of fourth and fifth graders did not have reading fluency skills (NRP, 2000). And some of the manifestations of the weakness of pupils in the skills of reading fluency as indicated by the study (Hanan Suleiman, 2008) as follows: 1. Extend the output of sounds and sections. 2. Stutter during reading. 3. Do not pronounce words to each other in the wake of some. 4. Do not pronounce the sentence in the completed image in question. 5. Frequency in ejecting the alpha character during the visual reading. 6. Frequency in the output of the letter T. Problem of the research: The problem of the current research is determined by the weakness of primary school students in the skills of reading fluency and reading comprehension, which requires the development of these skills to them using an appropriate strategy is a repetitive reading strategy, which may contribute to the development of reading fluency skills and reading comprehension ... To address this problem will try the current search Answer the main question below: How can a repetitive reading strategy be used to develop reading fluency and reading comprehension for primary school students? The following sub- questions are sprung: 1. What is the reading fluency skills appropriate reading for primary school students? 2. What is the availability of reading fluency skills for primary school students? 3. What are the appropriate reading comprehension skills for primary school students? 4. What is the effect using repeated reading strategy on developing reading fluency skills for primary school students? 5. What is the effect using repeated reading strategy on developing reading comprehension skills for primary school students? Delimitation of research: The current search is limited to the following: 1. Fluency reading skills, reading comprehension skills such as, (speed, correct pronunciation of sounds, correct pronunciation of words, expression of words). 2. A group of fifth grade students in the of primary stage Methodology of the research: The current research uses a semi-experimental approach based on the design of the two groups (experimental-control), where the experimental group studies the strategy of repeated reading, and the control group is taught in the usual way. Hypotheses of the research: The research attempted to validate the flowing hypotheses: 1. There is a statistically significant difference between the mean scores of the control group and the experimental group in measuring the reading fluency skills of the experimental group. 2. There is a statistically significant difference between the mean scores of the control group and the experimental group in the speed skill scale for the experimental group. 3. There is a statistically significant difference between the mean scores of the control group and the experimental group in the reading precision skill scale for the experimental group. 4. There is a statistically significant difference between the mean scores of the control group and the experimental group in the reading comprehension skills test for the experimental group Procedures of the research: In preparing and implementing the current research, the following procedures have been followed: 1. Reviewing researchers, pertinent literature and references related to the subject of research in order to prepare the theoretical framework for research. 2. Preparing a list of reading fluency skills suitable for students of the fifth grade primary, and then presented to a group of arbitrators to ensure the suitability, and honesty, and the accuracy of language formulation. 3. Preparing a measure of the skills of reading fluency for primary school students and presenting it to a group of arbitrators to ascertain its suitability, validity and linguistic validity. 4. Preparing a list of some reading comprehension skills suitable for primary school students, and presented to a group of arbitrators to ensure their suitability, honesty, and accuracy of language formulation 5. Preparing the test of reading comprehension skills for primary school students and present them to a group of arbitrators to ensure their suitability, honesty and linguistic validity. 6. Determine the procedures for implementing the repeated reading strategy to develop literacy skills and reading comprehension for primary school students. 7. Selecting the research group of students in the fifth grade primary school Qambsh primary joint Bba Department of Education in Beni Suef, and divided into two groups( control and experimental). 8. Teaching reading fluency and reading comprehension skills according to the list of skills prepared in advance and suitable for the selected research group using the repeated reading strategy. 9. Apply the test of reading comprehension skills, and the assess of reading fluency skills in both groups to verify their equivalence, then apply them periodically to extract the raw grades and process them statistically. Analysis and interpretation the results of research: This research aims to develop Reading fluency skills, reading comprehension appropriate for primary school students using the strategy of repeated reading, and trying to reach this goal and answer the questions of research and interpretation: The first question was answered: What are the appropriate reading fluency skills for the fifth graders? To determine a final list of literacy skills suitable for students in the fifth grade of primary, after the presentation to a group of experts and specialists in the curricula and methods of teaching Arabic, and in light of what resulted in their views Annex (1) the final list of literacy skills. The second question was answered: What are the appropriate reading comprehension skills for fifth graders? (4) The final list of the skills of reading comprehension. The answer to the third question is: What is the effectiveness of the strategy of repeated reading in the development of reading fluency skills for primary school students? The study was conducted by a group of experts and specialists in the curricula and methods of teaching the Arabic language, to verify its suitability and credibility, and then to apply it in advance to the control and experimental research group. And then applied after the implementation of the strategy of repeated reading on the experimental group, and the monitoring of raw grades, and processed statistically, and compare the results of the tribal and remote measure between students in the control and experimental groups. Which emphasizes: • There were statistically significant differences at the level of (01.0) between the mean scores of the control group and the experimental group in the post-gauges of the literacy skills of the experimental group. • There were statistically significant differences at the level of (01.0) between the mean scores of the experimental group in the standard scores in the tribal and remote measurements of the literacy skills for the post-application. The fourth question was answered: What is the effectiveness of the recurrent reading strategy in developing reading comprehension skills for primary school students? The preparation of the reading comprehension skills test consisted of (35) thirty-five individual, multi-choice types, and presented to a group of arbitrators in the field of curriculum and methods of teaching the Arabic language to ascertain its suitability and validity, and then apply it beforehand to the control and experimental research group, It was found that there was a decrease in the students' understanding and knowledge of reading comprehension skills, then its application after the implementation of the repetitive reading strategy on the experimental group, the monitoring of the raw grades, the statistical treatment and comparison of the results of the tribal and remote tests between students in the control and experimental groups. Which emphasizes: • There were statistically significant differences at the level of (01.0) between the mean scores of the control group and the experimental group in the pre-test of reading comprehension skills in favor of the experimental group • There were statistically significant differences at the level of (01.0) between the mean scores of the experimental group in the pre-test and post-reading skills for the post-test. Which demonstrates the effectiveness of the strategy of repeated reading in the development of reading fluency skills, reading comprehension of students in the fifth grade primary, and the accuracy of the implementation of the implementation of the strategy. Recommendations of the research: In the light of the previous results, the current research recommends the following: 1. Paying attention to the methods of teaching in the primary stage, and review the teaching positions, and encourage teachers to move away from those methods used in teaching, which lacks the positive and effective. 2. Organizing training courses for teachers to train them in the use of repetitive reading mechanisms. 3. Using sub-strategies for multiple reading in the classroom to address students' poor reading skills. 4. Include the curricula of the Arabic language books activities and training directed directly to the development of fluency skills. 5. Emphasize the importance of reading fluency skills (speed, accuracy, transient performance) when implementing reading texts. 6. Adoption of the Ministry of Education for the strategy of repeated reading. 7. Preparation of guides for teachers of Arabic language at all levels of education according to the strategy of repeated reading. Suggestions of the research: In the light of the results of the research, and in the light of the previous recommendations, the researcher suggests a number of research issues that could serve as future studies that other researchers can do. 1. Conduct similar studies aimed at revealing the extent to which there is a correlation between literacy. 2. Conducting similar studies dealing with the variable fluency in the skill of speaking among middle school students. 3. Perform similar studies to detect the effect of sex variable in literacy fluency. 4. Developing reading skills for middle school students.

PHD Title

The Effectiveness of Repeated Reading strategy in Developing Reading fluency and Reading Comprehension of Primary Stage Students.

PHD Abstract

Introduction to Research: Reading is one of the most important language skills, it enables man to connect with human knowledge in the present and past (Ali Saad, et al., 2011, 19). it is more important for students in different stages of education, Students ability to read and understand text is a key for their academic and life success, Reading helps Students to move from one educational stage to another, and expand, develop their experiences (Hassan Shehata, 2002, 103). The primary goal of reading to gain meaning from written text, if students can't learn reading in lower grades, they faces many difficult to learn it in upper grades, reading also mean of obtains knowledge and learning subjects successfully (Samir Abdel Wahab et al., 2002, 42). Reading fluency is one important component of reading, and real product of reading in general, and a manifestation of students' proficiency in their skills. The efficiency of pupils in reading is measured by the accuracy of reading, their rate (speed with time) ... Thus, reading fluency is the ability to read various articles easily, accurately with understanding of what read (4, 2006,BrIzntez Zvia). The importance of fluency in reading is that it enables students to know the words, sentences and phrases, and to pronounce them expressive and smooth and understand quickly, and therefore confirms some researcher (Schwanenflugel, 2-1-2008, PaulaJ & Ruston, HilaryP.) That reading fluency is an important goal of primary school, as these students need to practice reading quickly and accurately with good expression, and it is an important condition for good reading comprehension, and to enjoy reading experiences (William, 2010). Reading fluency is a key measure of overall reading ability. By grades 3-4, the scholastic focus shifts from learning to read to "reading to learn", and students build vocabulary and knowledge through reading. If reading is less effortful, there are more mental resources available for comprehension, analysis, and critical thinking when reading fluency is poor, comprehension often suffers. (Frye, E., Trahten, W.2005). Educational studies indicate that the understanding is the absolute goal of reading no matter how different the level of the reader and his purpose of reading and the type of reading material. Understanding the basis of the reading process, reading without understanding is no longer a reading in its proper sense. (Hassan Shehata and Marwan Al-Samman, 81, 2012). When reading fluently and understanding it is efficient in reading, so there is a relationship between fluency of reading and understanding; where fluency reading is a bridge between the skills of decoding (identification) and understanding, (Hsnaa Sabry, 2014: 534) Based on the above, the interest in teaching the skills of fluency and reading comprehension and the selection of the most appropriate strategies for teaching and training has become the concern of many researchers. Tankersley (2003) pointed to the existence of many techniques and strategies that can be used to develop literacy skills and reading comprehension. (Temporary reading, school theater, free and extensive reading, academic reading, and repetitive reading). the strategy of repeated reading, as one of the most important strategies that facilitate students' awareness of the words and pronunciation, and discrimination, especially the words of repeated use, one of the strategies used to develop skills of fluency reading and reading comprehension, and based on the theory that shows that repeated reading increases the fluency of reading to the limit Where reading becomes automatic and accurate (Lamia Mohammed Khairuddin 2004). This strategy is used effectively with individuals and small cooperative groups, where the student reads the word word or is dealt with by training him on different voices, which he finds difficult to pronounce, and requires reading a short text of meaning, Times, to reach the desired rate of fluency and fluency in reading, which is usually measuredby the number of correct words per minute (Alliangton, 2001). .... This strategy takes several sub-strategies, including: 1. Timed Reading. 2. Reading pairs. 3. Choral reading. 4. Re-reading Rehearsal. 5. Phrasing Expression. Sense of problem: Although the importance of repeated reading fluency, it has been neglected in the reading curriculum for a long time (NRP, 2000). Some of the results of research and surveys in the United States indicate that 36% of fourth graders have the basic level of reading skills, and only 30% read high-level (United State Department of Education, 2005). The report of National reading panel also showed that 44% of fourth and fifth graders did not have reading fluency skills (NRP, 2000). And some of the manifestations of the weakness of pupils in the skills of reading fluency as indicated by the study (Hanan Suleiman, 2008) as follows: 1. Extend the output of sounds and sections. 2. Stutter during reading. 3. Do not pronounce words to each other in the wake of some. 4. Do not pronounce the sentence in the completed image in question. 5. Frequency in ejecting the alpha character during the visual reading. 6. Frequency in the output of the letter T. Problem of the research: The problem of the current research is determined by the weakness of primary school students in the skills of reading fluency and reading comprehension, which requires the development of these skills to them using an appropriate strategy is a repetitive reading strategy, which may contribute to the development of reading fluency skills and reading comprehension ... To address this problem will try the current search Answer the main question below: How can a repetitive reading strategy be used to develop reading fluency and reading comprehension for primary school students? The following sub- questions are sprung: 1. What is the reading fluency skills appropriate reading for primary school students? 2. What is the availability of reading fluency skills for primary school students? 3. What are the appropriate reading comprehension skills for primary school students? 4. What is the effect using repeated reading strategy on developing reading fluency skills for primary school students? 5. What is the effect using repeated reading strategy on developing reading comprehension skills for primary school students? Delimitation of research: The current search is limited to the following: 1. Fluency reading skills, reading comprehension skills such as, (speed, correct pronunciation of sounds, correct pronunciation of words, expression of words). 2. A group of fifth grade students in the of primary stage Methodology of the research: The current research uses a semi-experimental approach based on the design of the two groups (experimental-control), where the experimental group studies the strategy of repeated reading, and the control group is taught in the usual way. Hypotheses of the research: The research attempted to validate the flowing hypotheses: 1. There is a statistically significant difference between the mean scores of the control group and the experimental group in measuring the reading fluency skills of the experimental group. 2. There is a statistically significant difference between the mean scores of the control group and the experimental group in the speed skill scale for the experimental group. 3. There is a statistically significant difference between the mean scores of the control group and the experimental group in the reading precision skill scale for the experimental group. 4. There is a statistically significant difference between the mean scores of the control group and the experimental group in the reading comprehension skills test for the experimental group Procedures of the research: In preparing and implementing the current research, the following procedures have been followed: 1. Reviewing researchers, pertinent literature and references related to the subject of research in order to prepare the theoretical framework for research. 2. Preparing a list of reading fluency skills suitable for students of the fifth grade primary, and then presented to a group of arbitrators to ensure the suitability, and honesty, and the accuracy of language formulation. 3. Preparing a measure of the skills of reading fluency for primary school students and presenting it to a group of arbitrators to ascertain its suitability, validity and linguistic validity. 4. Preparing a list of some reading comprehension skills suitable for primary school students, and presented to a group of arbitrators to ensure their suitability, honesty, and accuracy of language formulation 5. Preparing the test of reading comprehension skills for primary school students and present them to a group of arbitrators to ensure their suitability, honesty and linguistic validity. 6. Determine the procedures for implementing the repeated reading strategy to develop literacy skills and reading comprehension for primary school students. 7. Selecting the research group of students in the fifth grade primary school Qambsh primary joint Bba Department of Education in Beni Suef, and divided into two groups( control and experimental). 8. Teaching reading fluency and reading comprehension skills according to the list of skills prepared in advance and suitable for the selected research group using the repeated reading strategy. 9. Apply the test of reading comprehension skills, and the assess of reading fluency skills in both groups to verify their equivalence, then apply them periodically to extract the raw grades and process them statistically. Analysis and interpretation the results of research: This research aims to develop Reading fluency skills, reading comprehension appropriate for primary school students using the strategy of repeated reading, and trying to reach this goal and answer the questions of research and interpretation: The first question was answered: What are the appropriate reading fluency skills for the fifth graders? To determine a final list of literacy skills suitable for students in the fifth grade of primary, after the presentation to a group of experts and specialists in the curricula and methods of teaching Arabic, and in light of what resulted in their views Annex (1) the final list of literacy skills. The second question was answered: What are the appropriate reading comprehension skills for fifth graders? (4) The final list of the skills of reading comprehension. The answer to the third question is: What is the effectiveness of the strategy of repeated reading in the development of reading fluency skills for primary school students? The study was conducted by a group of experts and specialists in the curricula and methods of teaching the Arabic language, to verify its suitability and credibility, and then to apply it in advance to the control and experimental research group. And then applied after the implementation of the strategy of repeated reading on the experimental group, and the monitoring of raw grades, and processed statistically, and compare the results of the tribal and remote measure between students in the control and experimental groups. Which emphasizes: • There were statistically significant differences at the level of (01.0) between the mean scores of the control group and the experimental group in the post-gauges of the literacy skills of the experimental group. • There were statistically significant differences at the level of (01.0) between the mean scores of the experimental group in the standard scores in the tribal and remote measurements of the literacy skills for the post-application. The fourth question was answered: What is the effectiveness of the recurrent reading strategy in developing reading comprehension skills for primary school students? The preparation of the reading comprehension skills test consisted of (35) thirty-five individual, multi-choice types, and presented to a group of arbitrators in the field of curriculum and methods of teaching the Arabic language to ascertain its suitability and validity, and then apply it beforehand to the control and experimental research group, It was found that there was a decrease in the students' understanding and knowledge of reading comprehension skills, then its application after the implementation of the repetitive reading strategy on the experimental group, the monitoring of the raw grades, the statistical treatment and comparison of the results of the tribal and remote tests between students in the control and experimental groups. Which emphasizes: • There were statistically significant differences at the level of (01.0) between the mean scores of the control group and the experimental group in the pre-test of reading comprehension skills in favor of the experimental group • There were statistically significant differences at the level of (01.0) between the mean scores of the experimental group in the pre-test and post-reading skills for the post-test. Which demonstrates the effectiveness of the strategy of repeated reading in the development of reading fluency skills, reading comprehension of students in the fifth grade primary, and the accuracy of the implementation of the implementation of the strategy. Recommendations of the research: In the light of the previous results, the current research recommends the following: 1. Paying attention to the methods of teaching in the primary stage, and review the teaching positions, and encourage teachers to move away from those methods used in teaching, which lacks the positive and effective. 2. Organizing training courses for teachers to train them in the use of repetitive reading mechanisms. 3. Using sub-strategies for multiple reading in the classroom to address students' poor reading skills. 4. Include the curricula of the Arabic language books activities and training directed directly to the development of fluency skills. 5. Emphasize the importance of reading fluency skills (speed, accuracy, transient performance) when implementing reading texts. 6. Adoption of the Ministry of Education for the strategy of repeated reading. 7. Preparation of guides for teachers of Arabic language at all levels of education according to the strategy of repeated reading. Suggestions of the research: In the light of the results of the research, and in the light of the previous recommendations, the researcher suggests a number of research issues that could serve as future studies that other researchers can do. 1. Conduct similar studies aimed at revealing the extent to which there is a correlation between literacy. 2. Conducting similar studies dealing with the variable fluency in the skill of speaking among middle school students. 3. Perform similar studies to detect the effect of sex variable in literacy fluency. 4. Developing reading skills for middle school students.