The Effect of Interactive Strategic Reading in The Acquisition of Arabic Grammar on Levels of the Sixth Basic Grade Students in Jordan

This study aimed to investigate the effect of using POSSE strategy on the Jordanian sixth grade students' acquisition and retention of grammatical concepts. The sample of the study consisted of 65 female students from the sixth grade primary school in the Arrabea School in the scholastic year 2009 / 2010. They were distributed randomly into two groups; the first experimental group consisted of 32 students, and the second, the control group, consisted of 33 students. To achieve the objective of the study, two tests were prepared by the researchers. The first was about the acquisition of grammatical concepts which was applied to the members of the study before and directly after the experiment. The second measured the degree of retention of grammatical concepts of grammar, and it was conducted on members of the study four weeks after the expiration of the experiment. The tests validity and reliability were verified. Standard deviations and mean scores were calculated to compare the performance of study groups in the concepts of grammatical pre- and post-tests. The ANOVA analysis was also calculated. The results of the study showed that there were significant differences in the acquisition of grammatical concepts, in favor of the group that studied using the POSSE strategy. There were also significant differences for retaining grammatical concepts for the members of the group who studied using the POSSE strategy. In the light of the results of the study, the researchers listed a number of recommendations to improve the acquisition of grammatical concepts and keep them