The study aimed at determining the reading difficulties of sixth grade students in Hafr Al-Batin governorate and identifying the effect of using the strategy of peers teaching in the treatment of reading difficulties. The semi-experimental method was used to suit the study objectives. (245) students during the second semester of the academic year 1434/1435 H. The researcher used a test to measure difficulties in reading aloud, a guide for the teacher and learner, and Stkhaddmt arithmetic averages, standard deviations, and stability coefficient alpha Cronbach, and Pearson correlation coefficient, as well as the accompanying analysis of variance (ANCOVA) in the statistical treatments. The results revealed that there was a statistically significant effect at the level of (α 0.05)) for the use of the strategy of teaching peers in the treatment of the difficulties of verbal reading of the recognition and pronunciation and reading speed between the experimental and control groups in the sixth grade pupils. The experimental average was 83.33, the control group average was only 57.64, the difference was statistically significant for the pilot, and the test result for both groups was in the tribal test; in all the verbal reading skills measured by the test 45.37). The most difficult reading skills were found to be the difficulty of pronunciation. The ability of reading speed was the second in terms of difficulty with an arithmetic mean (45.85) , With an average of (53.67). The study recommended a number of recommendations, including attention to the use of effective strategies such as peer education strategy to address the difficulties of reading aloud, especially for the primary stage and its use in treatment plans to address the difficulties of reading aloud and the inclusion of in-service training programs for Arabic teachers on practical topics of the strategy of peers teaching.
Multiple Regression Analysis of Reading Performance Data from Twin
Pairs with Reading Difficulties and Nontwin Siblings: The Augmented Model
