The Effectiveness of a Strategy Based on The Collective Thinking Approach in Developing Critical Reading Skills of Educational Academic Discourse Among Female Graduate Students

       The study aimed to develop critical reading skills of educational academic discourse among female students of the master's degree in Arabic Language Curricula and Teaching Methods at Taibah University, numbering (27) students. The researcher prepared a list of critical reading skills necessary for students at this stage, and a strategy based on the collective thinking approach, in addition to testing critical reading skills of educational academic discourse. She followed the single-group experimental approach, so the test was applied pre-test, then the strategy was applied, then the post-test. By extracting the data and processing it using (t) test for related samples, the results showed statistically significant differences at the level of (0.01) between the average scores in the pre- and post-tests for critical reading skills as a whole and the skills of inference, discrimination, and evaluation separately in favor of the post-test. The effect size of the strategy according to Eta square was (0.94), and the adjusted gain ratio for Black was (1.38), which are acceptable values that confirm the effectiveness of the proposed strategy in developing critical reading skills of educational academic discourse. Considering this, the researcher recommended including this strategy in the curricula of educational master's programs.