The effect of the summarization strategy in reconstructing reading texts among third-grade intermediate students in the Arabic language subject

Abstract

This research designed to identify the effect of "the summarization strategy in restructuring reading texts among third-grade intermediate students in the Arabic language subject." The researcher chose a sample of (53) third-year middle school students at Suhaib Al-Roumi Middle School for Boys, affiliated with the General Directorate of Education in Anbar Governorate. They were devided into two groups, with (26) pupils in the experimental group, and (27) pupils in the control group.The researcher taught the experimental group using the summarization strategy and taught the control group using the old-style system. The researcher balanceded the pupils of the two study groups through a pre-test of reading texts. The researcher prepared an objective test consisting of (15) items, all of which were of the multiple choice type, and verified its validity. Using a t-test for two independent samples. The study resulted in: there is a statistical difference in the average scores of students in both groups on reading texts, For the benefit of the experimental group. Summarizing reading topics opened the way for students to reflect on the text they read, and then make comparisons between it and the ideas it contained. Classifying them into essential and non-essential ideas, and arranging them in a specific mental order facilitates the process of choosing the important ones and leaving the rest in the summarization process. The summarization strategy enriched students' culture with new ideas, words, and styles by reviewing and absorbing a group of prose texts, which means keeping them in mind and recalling them when writing on an expressive topic.