English abstract
The current study aimed to investigate the Effect of the guided reading strategy on improving reading comprehension skills for fifth grade students with reading disabilities in Dhofar Governorate, Sultanate of Oman. The study sample consisted of 24 students with reading disabilities who were enrolled in the Learning Disabilities Program. The sample was divided into two groups: experimental group and a control group, each group consisted of 12 students. To achieve the objectives of the study, skills of reading comprehension test to measure two skill: semantic concepts and Silent Reading Fluency: comprehension. The study also used Maze test to measure two skill: language processing and the rate of silent reading fluency. The results showed that there were statistically significant differences at the level of significance (a<0.01) between the average scores of students of the experimental group and students of the control group in the post-test- skills of reading comprehension test, and the Maze test in favor of the experimental group. As the results of the study showed there were statistically significant differences at the level (a<0.01) between the middle grades of the grades students of the experimental group of pre- and post-skills of reading comprehension test, and the Maze test in favor of the post test.
