Khalaf, R. (2025). The Impact of Mental Thinking Stimulation Model on ‎Understanding Reading ‎Texts and Developing Creative ‎Comprehension Among Fourth-Grade ‎Preparatory School ‎Students. , 2025(2), 652-674. doi: 10.37653/juah.2025.155989.1320
Rasha Ayada Khalaf. "The Impact of Mental Thinking Stimulation Model on ‎Understanding Reading ‎Texts and Developing Creative ‎Comprehension Among Fourth-Grade ‎Preparatory School ‎Students". , 2025, 2, 2025, 652-674. doi: 10.37653/juah.2025.155989.1320
Khalaf, R. (2025). 'The Impact of Mental Thinking Stimulation Model on ‎Understanding Reading ‎Texts and Developing Creative ‎Comprehension Among Fourth-Grade ‎Preparatory School ‎Students', , 2025(2), pp. 652-674. doi: 10.37653/juah.2025.155989.1320
Khalaf, R. The Impact of Mental Thinking Stimulation Model on ‎Understanding Reading ‎Texts and Developing Creative ‎Comprehension Among Fourth-Grade ‎Preparatory School ‎Students. , 2025; 2025(2): 652-674. doi: 10.37653/juah.2025.155989.1320

The Impact of Mental Thinking Stimulation Model on ‎Understanding Reading ‎Texts and Developing Creative ‎Comprehension Among Fourth-Grade ‎Preparatory School ‎Students

Journal of University of Anbar for Humanities
Volume 2025, Issue 2, June 2025, Pages 652-674    PDF (4.35 M)
Document Type: Research Paper
DOI: 10.37653/juah.2025.155989.1320
Author
Rasha Ayada Khalaf*
Abstract
Aims: The study aimed to investigate the impact of mental thinking stimulation model in understanding reading texts and developing creative comprehension among fourth-year preparatory school students. Methods: The semi-experimental approach was adopted. The participants of the study consisted of fourth-year preparatory school students at Maria Coptic Preparatory School for Girls, with (25) students included in the experimental group and (25) students in the control group. Reading text comprehension test and creative comprehension development tests were adopted to collect the data. Results: After analyzing all the data, the results showed that there were statistical significant differences between the pre- and post-measurement on the reading text comprehension and the creative comprehension development tests among the fourth-year preparatory school students. Conclusions: The study emphasized the necessity of training teachers to provide them with skills in modern teaching methods and techniques which would enhance the mental thinking and develop creative comprehension of their students.
Keywords
Mental Thinking Stimulation Model; Creative Comprehension; Fourth-‎Grade ‎Middle School Students
References
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