The Impact Of Semiotic Strategy For Teaching Reading Texts On Developing The Creative Comprehension Skills

Abstract

The research pinpoints the impact of the semiotic strategy for teaching reading texts in developing the creative comprehension skills of tenth-grade female students. The semi-experimental approach is used to achieve the research objectives. The research sample consists of (50) tenth-grade female students at Mansoura Comprehensive Secondary School for Girls affiliated with the Directorate of Education for the Northeastern Badia Region. The participants are divided into two groups: a 25-student experimental group and a 25-student control group. A test in creative comprehension skills is designed, whose validity and reliability are ensured after applying the test to two pre and post-groups. The findings indicate a statistically significant achievement in favor of the group taught using the semiotic strategy over the group taught using the traditional method in creative comprehension skills. Given the results, the research recommends training teachers of the Arabic language to teach with modern strategies, such as the semiotic strategy for teaching literature in general and literary texts in particular.