The Impact of the Paraphrasing Strategy (RAP) Based on the Strategic Intervention Model (SIM) on Developing Creative Reading Skills Among Fifth-Grade Literary Stream Students

Abstract

The current research originated from a scientific endeavor to investigate the effectiveness of the Paraphrasing Strategy (RAP), derived from the Strategic Intervention Model (SIM), in enhancing the creative reading skills of fifth-grade literary stream students. This study serves as an educational intervention addressing low levels of deep comprehension and analytical criticism of linguistic texts. To achieve this objective, a quasi-experimental design with two equivalent groups was employed. The study sample consisted of (72) students from Al-Hussein Preparatory School in Al-Anbar Governorate, divided equally into two groups: an experimental group exposed to the independent variable and a control group taught via traditional methods. The measurement tool was a specialized creative reading test designed by the researcher, comprising (16) essay items targeting higher-order thinking processes; its psychometric properties (validity and reliability) were verified prior to field implementation.

 The most prominent results of the research were as follows:  

1.The experimental group achieved a significant statistical superiority in the post-test, with a mean score of (45.48) compared to (37.79) for the control group, yielding a t-value of (3.43), significant at the (0.05) level.

2. A distinct cognitive growth was observed in the performance of the experimental group members when comparing the pre-test and post-test applications, with a paired t-value of (5.37), confirming the positive cumulative impact of the strategy.

3.The proposed model demonstrated the ability to transition the learner from a passive reception phase to a stage of meaning production and critical engagement with the text, contributing to the elimination of fear and shyness barriers while enhancing the faculty of self-expression.

  Based on these data, the researcher concluded the merit of the Paraphrasing Strategy as a rigorous methodological alternative to traditional patterns. The study recommends its integration into the teaching methods of the "Reading" subject and its inclusion in professional development programs for teachers, while opening new research horizons to study its impact on variables such as motivation and critical thinking.