THE EFFECT OF INTONATION ON READING COMPREHENSION DURING READING ALOUD THIRD SECONDARY LEARNERS PREPARATORY AS A MODEL
In this article, we discuss the role of intonation in developing the performance and comprehension abilities of learners: Performance by tracing the positive impact of prosodic reading in general, and intonation in particular, on the learners’ reading aloud, which some learners often find difficult and repel them in order to avoid making mistakes in front of the teacher and peers. And comprehension by tracing the impact of this prosodic feature on improving the reading comprehension skill of these learners, and their ability to penetrate into the semantics of the readable text, and thus, moving reading to the level of oral reading achievement coupled with understanding, analysis, taste and conclusion. In order to ascertain the effectiveness of this prosodic variable didactically (reading), we conducted an experimental field study in this regard, during which we dealt with a sample of the third secondary preparatory learners by dividing them into two groups: a control group and an experimental group, using the statistical method (SPSS) to read the most important results of this study will be presented at the end of the article .
Keywords: Prosodic, Intonation, Reading aloud, Reading comprehension