The Impact of Using Memory Strategies in Learning Arabic on Improving Primary School Students' Reading Aloud and Writing Skills

Abstract
       The current research aimed to investigate the impact of using memory strategies in learning Arabic on improving primary sixth-grade students' reading aloud and writing skills. To achieve the objectives of the study, the researcher identified primary sixth-grade students' required reading aloud and writing skills. Also, the researcher identified the manifestations of weakness in the sample students' reading aloud and writing and designed the instructional material and tools of the study which included: a reading aloud test, a student reading aloud observation sheet, a writing test and a teacher guide to explain how to implement memory strategies based activities in learning the Arabic language. The research was conducted to a sample of 20 primary sixth-grade male/female students.
      The results revealed that there were statistically significant differences at (0.01) between the mean scores of the pre-post assessment of the primary sixth-grade students' reading aloud performance and writing in favor of the post assessment. This showed the effectiveness of using memory strategies based activities in learning Arabic language and improving students' reading aloud and writing skills. The study recommended the necessity of:
-         Reconsidering reading and writing curricula and developing their  teaching methods via adopting up-to-date and varied strategies
-         Preparing a manual to introduce teachers to the strategies and sub-strategies of language learning and how to utilize them in developing Arabic language skills at all the educational stages
-         Creating a classroom environment that provides varied language activities which help improve reading and writing processes at the primary stage.