The effect of the "Less Draw" strategy on the acquisition of spelling skills among first-grade intermediate students

Abstract

The current research aims to know the effect of a strategy, say what I draw, on acquiring spelling skills among first-grade intermediate students, and in order to achieve the goal of the research, the researcher prepared an achievement test in the subject of spelling, and the researcher purposefully selected a sample of (65) intermediate students (Zain Al-Abidin for Boys), Affiliated to the second Al-Karkh Education Directorate, for the academic year (2017-2018), and the researcher taught both groups of research himself, and after analyzing the data statistically, the researcher reached several results, including: 1- The strategy of Say what the students drew helped to extract the main ideas and employ them in the lesson and to classify and classify The required concepts, as well as employing alternative perceptions, which led to meaningful learning and thus increase their achievement. 2- The teaching achieved with a strategy that reduced what I drew in students, the desire for mutual interaction with each other, linking facts and relying on their previous experiences, which increased the ability to retain information for a longer period, and this led to the retention of information for a longer period, which made the student more interesting and lively, The researcher recommended several recommendations, including: - Using a strategy to say what I draw in helping first-grade middle school students learn spelling, and in light of that the researcher suggested