الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This study aimed to develop the skills of comprehension literary texts among first year secondary school students using a proposed strategy based on semantic analysis. Both the descriptive method and the experimental method with a quasi-experimental design were used. It required the preparation of the following instruments and materials (the list of comprehension skills of literary texts, the test of comprehension skills of literary texts, the teacher’s guide, and the student’s activity booklet). The study sample consisted of (60) female students of the first year of secondary school, divided into two groups: One experimental group was taught with the proposed strategy, and the other control group was taught in the usual way, and after statistical treatment of the scores of the students of the two groups in the pre- and post-application of the literary text comprehension skills test. Finally, the results revealed the following: there are statistically significant differences at the level of significance (0.01) between the mean scores of the experimental and control groups in the post-application of the literary text comprehension skills test in favor of the experimental group, and there are statistically significant differences at the level of significance (0.01) between the mean scores of the experimental group students in the pre and post applications of the literary text comprehension skills test in favor of the post application, in addition to the effectiveness of the proposed strategy based on semantic analysis in developing the literary text comprehension skills of first-year secondary female students.