Hanan Malek Halabi *
نبذة عن البحث باللغة العربية - Abstract:
العلاقة التكاملية بين الوعي الصوتي والطلاقة القرائيّة:
وجهات نظر معلمي الصف الأول الأساسي في المدارس اللبنانية
د. حنان مالك حلبي *
تعالج هذه الدراسة ذات المنهج المختلط العلاقة التفاعلية المتبادلة بين الوعي الصوتي والطلاقة القرائيّة لدى تلامذة الصف الأول الأساسي في المدارس اللبنانية، وذلك من وجهة نظر معلمي الصفوف. فتسعى الدراسة إلى استقصاء ما إذا كان الوعي الصوتي والطلاقة القرائية يؤثر كلٌّ منهما في الآخر بصورة متبادلة، وما إذا كان التدريس الصوتي الفعّال يسهم في تعزيز قدرات التلامذة في الوعي الصوتي.
اعتمدت الدراسة عينة قصدية مؤلفة من 40 معلمًا ومعلمة للصف الأول الأساسي من المدارس الرسمية والخاصة في مختلف المناطق اللبنانية، ضمن تصميم تتابعي تفسيري للمنهج المختلط. جُمعت البيانات الكمية من خلال استبيان مكوّن من 15 فقرة وفق "مقياس ليكرت"، تلاه إجراء مقابلات شبه منظّمة مع عدد من المشاركين المختارين، بهدف تعميق فهم النتائج الكمية وتفسيرها بصورة أشمل. وقد أظهرت التحليلات الإحصائية الوصفية والاستدلالية، بما في ذلك اختبارات الثبات، وتحليل التباين (ANOVA)، والانحدار المتعدد، وجود علاقات إيجابية ذات دلالة إحصائية بين مكوّنات الوعي الصوتي والطلاقة القرائية. كما بيّنت النتائج أن الاستراتيجيات الصوتية الفعّالة تُحدث أثرًا كبيرًا في تنمية الوعي الصوتي لدى التلامذة (p < 0.001)، وأن الوعي الصوتي يُعدّ متنبئًا قويًّا بمستوى الطلاقة القرائية.
تبرز نتائج الدراسة الأهمية البالغة لدمج التدريس الصوتي المنهجي ضمن مناهج تعليم القراءة في الصف الأول الأساسي، والحاجة إلى تطوير مهني مستمر للمعلمين في مجال استراتيجيات الوعي الصوتي المبنية على الأدلة العلمية. وقد ناقشت الدراسة دلالات هذه النتائج بالنسبة إلى منسّقي المناهج، ومصممي التعليم، والمعلمين في الصفوف، مع تقديم توصيات عملية على مستوى السياسات التربوية والممارسات التعليمية في السياق اللبناني.
- الكلمات المفتاحية:
المدرسة اللبنانية؛ الوعي الصوتي؛ الطلاقة القرائية؛ معلمو الصف الأول الأساسي
***
- Abstract:
This mixed-methods study investigates the symbiotic relationship between phonological awareness and reading fluency among Grade 1 students in Lebanese schools from the perspectives of classroom teachers. This research examines whether phonological awareness and reading fluency demonstrate reciprocal influence and whether effective phonological instruction enhances students' phonological awareness capabilities. A convenience sample of 40 Grade 1 teachers from public and private schools across Lebanon participated in this explanatory sequential mixed-methods study. Quantitative data were collected through a 15-item Likert-scale questionnaire, followed by semi-structured interviews with selected participants to provide deeper insights into the quantitative findings. Descriptive and inferential statistical analyses, including reliability testing, ANOVA, and multiple regression, revealed significant positive relationships between phonological awareness and reading fluency components. Results demonstrated that effective phonological strategies significantly impact students' phonological awareness development (p < 0.001), and that phonological awareness strongly predicts reading fluency outcomes. The findings underscore the critical importance of integrating systematic phonological instruction into Grade 1 literacy curricula and highlight the need for teacher professional development in evidence-based phonological awareness strategies. Implications for curriculum coordinators, instructional designers, and classroom practitioners are discussed, with recommendations for policy and practice in Lebanese educational contexts.
- Keywords:
Lebanese school; Phonological awareness; Reading fluency; Grade One Teachers
***
* د. حنان مالك حلبي: باحثة وأكاديمية لبنانية. أستاذة مساعدة في كلية التربية – الجامعة اللبنانية. حائزة شهادة دكتوراه في العلوم التربية من جامعة القديس يوسف (بيروت).
* Dr. Hanan Malek Halabi: Lebanese researcher and academic. Assistant Professor at the Faculty of Pedagogy – Lebanese University. She holds a PhD in Educational Sciences from Saint Joseph University (Beirut).
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ربيع 2026 Spring
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