Teaching Via Mental Maps for Developing the Level of Reading Comprehension among Middle School Students from their Viewpoints in the Light of some Variables

The main purpose of the current study was to investigate the role of teaching via mental maps in developing the level of reading comprehension among middle school students from their viewpoints in the light of some variables. The study made use of the descriptive method and utilized a questionnaire as a data collection technique. The questionnaire consisted of four main dimensions, namely, the first dimension: the role of teaching via mental maps in developing the level of direct comprehension, the second dimension: the role of teaching via mental maps in developing the level of critical comprehension, the third dimension: the role of teaching via mental maps in developing the level of creative comprehension and the fourth dimension: the role of teaching via mental maps in developing the level of inductive comprehension. The questionnaire was administered to a sample consisting of (402) middle school students. The results of the study showed that the degree of approval concerning all the questionnaire dimensions was (high) from the viewpoints of the study participants. The dimensions degrees of approval were respectively as follows: the third dimension, the second dimension, the first dimension, and the fourth dimension. The relative weights of the items mean ranged between (2.613) and (2.679), and there were no differences among the study participants that may be attributed to the gender or the district variable