The Effectiveness of Mnemonic Strategies In Enhancing Reading Comprehension For Primary School Students Facing Difficulties In Learning French: A Study Of Fourth-Grade Students In Constantine

Abstract

This study aims to assess the effectiveness of mnemonic strategies employed with fourth-year primary school students experiencing difficulties learning French, focusing on improving their reading comprehension. AA structured methodology was developed and implemented in collaboration with French language teachers to achieve this objective to achieve this objective. The central research question driving this study is: To what extent do mnemonic strategies improve reading comprehension among primary school students struggling to learn French? A sample of 54 students facing challenges in French language acquisition was selected. The study evaluated the effectiveness of these strategies through pre- and post-intervention reading comprehension assessments in French, using a quasi-experimental design involving one-group and two-group comparisons. Statistical tools were utilized to analyze the results. Findings indicate statistically significant improvements in reading comprehension post-intervention, affirming the strategy's effectiveness in enhancing comprehension skills among students with learning difficulties in French.