Abstract

 
 The present   research aims at  identifying  the effect of using the hot chair strategy in modifying the attention deficit of third class pupils, especially in reading. In order to achieve the objectives of the research, two hypotheses have been formulated, The researcher used the experimental design with two equal groups, an experimental group and another control group. The number of the research sample reached (20)  pupils  by (10) pupils of the experimental group who studied according to the strategy of the hot chair and (10) pupils of the experimental group who studied according to the traditional method. The researcher has balanced between the two groups in the following variables: (The chronological age is calculated in months, the grade of reading for the second grade of primary school and the pre-test for the scale of attention deficit.) The researcher adopted the attention deficit scale prepared by (Al-Obaidy, 1999) and the validity of the scale was confirmed by presenting it to a group of arbitrators to find out its validity.Its validity has been confirmed by  using the Pearson correlation equation, and the validity coefficient is  (0.82). by using the Mann, Tennessee, and Coxen test results showed the following that there was a statistically significant difference between the average degrees of post-application of the motivation scale for the experimental group students who studied using the traffic lights strategy and the control group students who studied using the usual method.