Effect of directed imagination strategy in developing the skills of reading comprehension for female pupils of the 2nd intermediate class in Arabic language

The present study aims to identify the effect of directed-imagination strategy in developing the skills of reading comprehension for female pupils of the 2nd intermediate class in Arabic language , to this1- The first assumption: there is no statistically significant difference between average degrees of experimental group pupils who study on the basis of directed-imagination strategy and those of control group pupils who study on the basis of traditional method in reading comprehension pre-test, 2-The second assumption: there is no statistically significant difference between average degrees of experimental group pupils who study on the basis of directed-imagination strategy and those of control group pupils who study on the basis of traditional method in developing the reading comprehension, To achieve this aim, Macca Al-Mukarama Intermediate School for girls (subordinated by State Directorate of Education) was deliberately chosen, The sample of present study is randomly selected, Section (A) represents the experimental group (test subjects), whereas Section (B) represents the control group (comparison group), The total number of sample is (79), The experimental group includes (41) pupils, and the control group includes (38) pupils, Both groups are statistically equalized according to several variables: (1) age of pupils, (2) the general average of pupils for the last year, (3) scores of Arabic language of pupils for the last year, (4) intelligence test, and (5) reading comprehension skill pre-test, The test of reading comprehension skill consists of (25) items for study purpose, In the present study, two questionnaires are used, One of them deals with levels of reading comprehension skills, The other one deals with reading passages of the reading comprehension test, The instrument validity and reliability are established, All data are collected and statistically analyzed by using suitable statistical methods, The results show no statistically significant difference at (0,05) between the average (means) of the two groups (experimental and control) in the pre-test of reading comprehension as well as reading comprehension development.