دور استراتيجيات الفهم في تحسين أداء الذاكرة العاملة

Faculty of education Educational Psychology dep. The Role of Comprehension Strategies In Improving Working Memory Performance A Thesis Presented To Get PHD Degree in Education Educational Psychology Dep. BY Tarek Mohammed Abd El-nabi Ali Amer Supervised By Dr. Sabry Moh. Ismail Attia Lecture of Educational Psychology Faculty of Education - Monefia University Professor Lotfy Abd El-Bast Ibrahim Professor of Educational Psychology Faculty of Education - Monefia University 1430 – 2009 Search Summery 1- Search Introduction : The Scientists of Education Paid A Great Attention From The Dawn of The Last Century For The Learner's Ability Of Reading Which Is Considered The Basic Stone In Human Learning Specially In Most of Learning Researches . Also, Through The Last Decades , The Scientists Of Education Became Aware That Learners Treat The Cognitive Tasks With Traditional Comprehension Strategies. Most Modern Researches In The Field of Cognitive Psychology Concentrated on The Early Intervention In The First Stages of The Appearance of The Academic Problems In Order To Identify And Diagnose And Stand Against These Problems. 2- Search Problem : The search problem is summarized in the following question :-  Is There a Relation Between Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) and Reading Comprehension Levels (Direct - Critical - Deductive) for Second Prep. Pupils?  Is There a Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) ?  Is There a Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Training Strategy of Reading Comprehension (Traditional- Summarizing – Questioning - Predicting)?  Is There a Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Strategy View (Visual - Auditory Visual) ?  Is There a Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Strategy View (Visual - Auditory Visual) ?  Is there Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Reading Comprehension Levels (Direct - Critical - Deductive)?  Is there Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual)? 3- Search Aims : The present search is aim to :  Investigate the Relation Between Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) and Reading Comprehension Levels (Direct - Critical - Deductive) for Second Prep. Pupils.  Investigate the Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) .  Investigate the Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting).  Investigate the Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Strategy View (Visual - Auditory Visual) .  Investigate the Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Strategy View (Visual - Auditory Visual) .  Investigate the Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Reading Comprehension Levels (Direct - Critical - Deductive).  Investigate the Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual). 4- Search Importance : The importance of the study appears in the following : **The theoretical importance: 1- We Live In A Huge Information Revolution Which Requires That The Learner Should Comprehend What He Is Reading To Follow More And More . Which it One Of The Most Important Necessary Skills Which Success In Many Of Other Skills Depends On So It Is Fundamental In Learner 'S Success . 2- The Common Type Of Learning In The Governmental And Special Education Concentrates Greatly On Memorizing And Remembering , Due To The Great Amount Of Information That The Educational System Imposes On Our Sons In Schools In A Form That They Can Not Comprehend So These Strategies Used In The Recent Research (Summarizing-Questioning-Prediction) Are Considered A Solution To Overcome The Great Amount Of Information Through Comprehending And Conceiving It . 3- The Efficiency Of These Strategies In Improving The Performance Of Working Memory For The Students Of The Second Range In The Stage Of Basic Education And This Is A Significant Educational Aim Which Most Educational Systems With Its Different Trends And Philosophies Seek For Achieving . This Aim Rises And Grows In The Shade Of Many Studies And Researches That Studied The Memory Generally The Working Memory Particularly and Which Indicate That The Working Memory Can Be Improved And Its Efficiency Can Be Increased Through Using The Suitable Strategies Of Comprehension. 4- Directing The Sight Of The Learners For The Necessity Of Taking Care Of The Individual Differences Among Learners Through The Great Number Of Comprehension Strategies Of Their Pupils According To The Pupils' Level. 5- Directing The Attention Of The Researchers To The Role Of The Working Memory That Plays An Important Role In All Types Of Thinking , Solving Problem , Linguistic Comprehension Besides Reading And Mathematical Ability As It Makes The Integration And Orientation Among The Processes, The Final Product And The Sub Results ; Consequently It Needs More Researching. 6- Experimenting And Training Become An Impending Necessity In The Light Of Studies And Previous Researchers As The Different Strategies With Students Affect Providing Them With Their Chances Of Advance And Progress. ** The applying importance appears in: 1- The Research May be Contribution In Rearranging The Curriculums And Designing The Effective Educational Strategies Concerning The Students And Their Mental Features. 2- Presenting A Number Of Educational Recommendations That Benefit The Teachers And The Parents In Treating With Their Sons. 3- Erecting A Test For A Reading Comprehension Goes With The Nature Of Pupils In The Second Prep Grade Up On The Comprehension Levels (Professional-Critical-Deductive) 4- Preparing A Number Of The Tasks Of Working Memory (Verbal – Numbering –Visual Spatial) 5- Preparing Three Strategies For Comprehending The Text (Summarizing-Questioning-Prediction) For Improving The Performance Of Working Memory. 5- Search Terms : The search terms is:- • Comprehension • Reading Comprehension • Strategy • Reading Comprehension Strategy = Summarizing = Questioning = Predicting • Working Memory 6- Search Hypotheses: The search Hypotheses in the following:-  There are no Relation Between Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) and Reading Comprehension Levels (Direct - Critical - Deductive) for Second Prep. Pupils?  There are no Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) ?  There are no Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Training Strategy of Reading Comprehension (Traditional- Summarizing – Questioning - Predicting)?  There are no Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Strategy View (Visual - Auditory Visual) ?  There are no Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Strategy View (Visual - Auditory Visual) ?  There are no Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Reading Comprehension Levels (Direct - Critical - Deductive)?  There are no Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual)? 7- Search Limited: The present research has the following limits : - The sample : The sample of the research includes a group of the pupils of the second prep grade numbered (45) male in the city of Kafr EL-Shikh and their ages range from (13-14) years with an aging mean 13.3 year and with deviation 1.232 and the sample was divided in to two groups according to the purpose of the research and they were divided as follow :  The exploring group N= 25  The experimental group N=20 - The instruments : it contain:  General actual ability test for ages (12-14) by Faroq Ab. Fath. Mosa (2002).  Socio-economic status scale by Adel El-Said Elbana (1996).  Reading comprehension scale . prepared by/ the researcher .  Some of Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) . prepared by/ the researcher .  Reading comprehension strategies (Summarizing – Questioning - Predicting) . prepared by/ the researcher . - The Terminology: researcher use:  Descriptive Analytic Terminology  Experimental Terminology - The used method in the research: The researcher used the analytical descriptive and experimental method. - The Time : From 15/3/2008 until 16/5/2008 - The Place: The lab of technological evolution in a- The school of the martyr/Hamdey for basic learning supervised by the educational administration of KafrEl-sheikh. b- The modern preparatory school for basic learning supervised by the educational administration of KafrEl-sheikh. 8- The static used in the research:  Measure of Centralism and Distraction .  Person Correlation  Mann Whitney Test  T.Test  Repeated Measure  LSD 9- Search Result: The search Result in the following:-  There are a Relation Between Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) and Reading Comprehension Levels (Direct - Critical - Deductive) for Second Prep. Pupils?  There are a Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) ?  There are a Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Training Strategy of Reading Comprehension (Traditional- Summarizing – Questioning - Predicting)?  There are a Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Strategy View (Visual - Auditory Visual) ?  There are a Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Strategy View (Visual - Auditory Visual) ?  There are no Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Reading Comprehension Levels (Direct - Critical - Deductive)?  There are no Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual)?