Effectiveness of using ECRIF and REACT strategies In developing in-depth reading and reflective writing skills Among student teachers in college of specific education

 This research aimed to develop in-depth reading and reflective writing skills among student teachers in colleges of specific education using the ECRIF and REACT strategies. The problem of this research was identified in the weakness of in-depth reading and reflective writing skills among student teachers in colleges of specific education. The lack of modern teaching strategies such as ECRIF and REACT strategiesThe following research tools were constructed: two questionnaires, one for in-depth reading skills and the other for reflective writing skills, two tests, one for in-depth reading skills and the other for reflective writing skills, a teacher’s guide for implementing the ECRIF strategy, a teacher’s guide for implementing the REACT strategy, and student teachers’ worksheets, and a sample was selected. Of the student teachers in the first group at the Faculty of Specific Education, Zagazig University, the number is 90 student teachers, and they were divided into three groups. ; The first experimental group, the second experimental group, and the control group. The deep reading and reflective writing tests were applied to them beforehand. The first experimental group was taught using the ECRIF strategy. The second experimental group was taught using the REACT strategy. The deep reading and reflective writing tests were applied to them afterward. It was concluded that A set of results, perhaps the most important of which is: the effectiveness of using the ECRIF and REACT strategies In developing in-depth reading and reflective writing skills for both the first experimental group and the second experimental group of student teachers in the first year at the Faculty of Specific Education, Zagazig University.