الفهرس 
مشكلة البحث وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
In spite of the linguistic depth; yet difficulty to know all its meanings and vocabulary; the growth of the individual’s linguistic wealth leads to an increase in the ability to communicate and understand, even more, as The linguistic wealth of the individual has developed his ability to discover the meanings and connotations of words, structures and formulas, while realizing its concepts through its diverse contexts, the richness of the written language and linguistic wealth of the students; enables them to use knowledge tools by providing them with basic linguistic skills, by listening, Speaking, reading and writing.
So, it leads them to a linguistic level that enables them to use the language effectively. The weakness of an individual’s linguistic outcome from his language’s vocabulary, structures, and forms makes it difficult to Perceive and understand what he acknowledges and may repel him from reading;
The phenomenon of linguistic weakness among learners is a result of the weak linguistic outcome, as the rapid growth in word recognition and the increase in linguistic wealth during the speaking process, makes the mind perform several mental operations, and these operations, despite their abundance, are summarized in the following:
• Analysis process: it is intended for the learner to return to the linguistic wealth, and what it includes in a dictionary of vocabulary to choose from them the words that lead to his idea.
• Synthesis process: It is meant to compose the phrase from those words.
The researcher believes that the more the learner’s linguistic output increases, the more his ability to thinking, develops thinking, increases learners’ ability to read, increases their experience and ability to express and understand reading texts, as linguistic wealth is that skill that the read text isn’t reached without it- It is seen as a tool of communication and expression of thoughts.
Among the language arts, it is one of the most important and prominent, on the other hand, reading comprehension occupies a place in Areas of linguistic activity; as it is A tool of the individual in acquiring knowledge and culture, as it is his means of communicating with the culture and thought produced by the human mind.
In this way, it is the basis of the cultural construction process in the life of every human being. The knowledge that reading gives has a significant impact on the formation of the individual’s mature and integrated personality, as it does not expand the horizons of life only; for information given by reading affects personality; to reach maturity; it opens the horizons of life making the personal experience itself more meaningful and more useful, in addition to that reading is the primary means of transmitting human thought and cultural heritage from one generation to the next.
In addition, it is a means of enjoyment, a tool for solving problems, an incentive for creative thinking, and then reading can be considered one of the most important skills that a person is armed with it must be in his life at the present time, because it is one of the characteristics of leading nations, in his life in the time being; for it is the trait of the leading nations who are by nature readers.
If reading possess this importance in life in general, its importance increases for students in different stages of education, especially in the middle stage, as it is the means of education, it helps to move from one educational stage to another, and expands the student’s circle of expertise develops it..
It nurtures them, activates their intellectual powers, refines their tastes, and imbues them with a love of useful curiosity for knowledge. To better know themselves, knowing what is related to familiar things, events around them, and transcends the students’ experiences.
So, making such experiences of high value, as it provides them with the best picture of human experiences, in addition to opening the doors of general culture before them, as well as refining their standards of taste, moreover It provides them with the necessary information to solve many personal problems, and helps them in preparation for scientific studies.
Reading comprehension is important to learners at the middle stage; where it leads to their comprehension of what they read, affects the level of their academic achievement, giving them ways and technical methods that enable them to obtain information, ideas and help them to gathering and organizing information through inference, analysis, interpretation, criticism and estimation, in addition to helping them to save, retrieve the required information and to identify the Important main ideas, which lead to knowledge of facts and information, scrutiny of opinions, their solutions to the problems they face and innovating the most important new ideas in their field of study.
In general reading has a set of skills represented in extracting the main idea of the topic, determining the main idea of each paragraph, identifying sub-ideas, realizing the relationships between ideas, recording the main points, distinguishing between facts, personal opinions of the writer, and drawing conclusions, from the introductions of different topics, Issuing a judgment on the subject in the light of his ideas, and determining the extent of the objectivity of certain topic, awareness of the author’s objectivity or bias, to grasp the reliability of the information presented on the topic, and use of the context to understand the new terms, to be able to identify the evidence and proofs in the topic, while summarizing the main ideas of the topic, linking the topic to its applications in practical life, and searching for additional information on the subject from other sources.
Because of the importance of reading comprehension, the theory of information processing has sought to gain attention of its skills by focusing on information processing processes in the minds of learners, how to transfer of this information from one process to another, the learner storing the information, how to organize this information in memory, and the strategies that learners use to encode and use them in the strategy of practicing;, repetition, information reception, reasoning, taking notes, and summarizing .
All these processes are among the strategies that are concerned with reading for studying; and academic writing.
This theory is concerned with focusing on how the brain receives, analyzes and organizes information through the linguistic equipment represented in encoding words, encoding grammatical structure, and encoding of meaning, this is done in the light of the working memory that is linked to these three linguistic devices.
As It activates information stored in long-term memory about lexical features of words matching them with existing words, this plays an important role in optical coding, for The phonetic navigator calls for visual images of the read words to retrieve their lexical features, It is also concerned with representing the information sent from the processors of meaning , grammatical structure and matching it with the information stored in them, their meaning, to determine its grammatical structure and meaning, and then sending it to them again.
The working memory depends on three components represented in the central port, which is a main system responsible for supervising information processing operations, the verbal component and is responsible for processing the linguistic information and encoding features of phonemic, morphemic, and component codes that is composed of visual-spatial, factor which is responsible for processing visual-spatial information, and it appears in the visual features of the vocabulary and its position in the sentences, then the working memory seeks to bring about integration between the linguistic information and the visual information that the student needs.
The research problem is determined in answering the following question: What is the form of a program based on Information processing theory in the development of language wealth and reading comprehension among female students in the Sixth grade?
The following questions are derived from this question:
1. What are the suitable linguistic wealth skills for sixth-grade middle students, and what is their weight?
2. What are the suitable reading comprehension skills for sixth grade students, and what are their relative weight?
3. What are the foundations for building a program based on information processing theory strategies for development of Language wealth and reading comprehension skills?
4. What is the program based on these previous foundations for developing linguistic wealth and reading comprehension of Sixth grade students in middle school?
5. What is the significance of the relationship between the development of linguistic wealth skills and reading comprehension among female students of the Sixth grade “research group” after applying the proposed program?
6. What is the effectiveness of the proposed program based on information processing theory strategies in the development of linguistic wealth?
7. What is the effectiveness of the proposed program based on information processing theory strategies in developing reading comprehension skills?
This research proceeds in the following steps:
1. Preparing a list of the linguistic wealth skills for the sixth-grade middle students from through:
a. A survey of educational literature that has been exposed to linguistic wealth
b. studying the aims of teaching Arabic language in the sixth stage.
c. Analysis of the Arabic language books presented to the female students of the sixth middle grade.
d. Presenting the list in the form of a questionnaire to the arbitrators to amend it and to know that the relative wealth of language skills.
e. Finding a wealth of language skills.
2. Preparing a list of reading comprehension skills appropriate for these students through:
a. Survey of previous research in the field of reading comprehension.
b. Tracking the objectives of teaching Arabic at the middle stage in the State of Kuwait.
c. Presenting the list in the form of a questionnaire to a group of arbitrators for modification and knowing that the relative weight of reading comprehension skills.
3. Determining the foundations for building a program based on information processing theory strategies for development of Linguistic wealth skills and reading comprehension skills through:
a. Employing the list of linguistic wealth and the list of reading comprehension skills previously mentioned and made.
B. Survey of literature and research related to information processing theory strategies and selecting it.
c. Tracking the characteristics and needs of female students at the middle level.
D- Classification of foundations in light of the program’s philosophy, linguistic psychological and educational aspects,
4. Building a program based on these foundations and dividing it into its components of study units.
5. Preparing a teacher’s guide to implementing the program.
6. Constructing two tests, one in linguistic wealth and the other in reading comprehension skills to ensure the validity and reliability of the two tests.
7. Choosing a study group from the students of the sixth middle grade.
8. Applying the two tests beforehand to the study group.
9. Application of the program with the female students of the study group
10. Re-applying the two tests to the study group.
11. Arriving at the results, statistically processing them, discussing them and interpreting them.
The following results were obtained:
a. There is a statistically significant difference between the mean scores of the students of the research group in the two applications: The pre and post-test of the linguistic wealth as a total score in favor of the post application.
b. There is a statistically significant difference between the mean scores of the students of the research group in the two applications The pre and post-test for linguistic wealth as a sub-branch in favor of the post application.
c. There is a statistically significant difference between the mean scores of the students of the research group in the two applications: The pre and post-test of reading comprehension as a total score in favor of the post application.
d. There is a statistically significant difference between the mean scores of the students of the research group in the two applications: the pre- and post-test to test reading comprehension as sub-levels in favor of the post-application.
e. There is a positive correlation between the development of linguistic wealth skills and reading comprehension skills: after teaching in the proposed program.
f. The proposed program based on information processing theory is effective in developing language wealth and reading comprehension skills.