Abstract
The current research aims to reveal the impact of peer tutoring strategy on developing and retaining some oral reading skills by special education pupils in reading. To achieve the aim of the research, hypotheses were put related to developing some oral reading skills and other theories about the retention of these skills. The research was limited to third primary class pupils (special education) of both sexes. The researcher used the experimental design of equated groups design. The experimental group was ( 11 ) pupils whereas the control group was (9) pupils. The researcher achieved equation between the groups in various variables.
The research required the existence of tools to measure these three skills and were presented to a pnnel of experts to know their appropriatness for application. Stabililty was calculated using re-test reading (0.75).The Data were statistically analysed using T-test for two independent samples.
The results showed statistically significant difference in favor of the experimental group in developing oral reading. Absence of statistically significant differences between both groups in developing oral reading and accuracy , rather it developed in the same degree for both groups. Retention test, however was for the experimental group because the experimental group retained material more than the control group. Given these facts , some recommendations and suggestion were put complete the research.
