فاعلية برنامج قائم على مدخل متعدد الحواس (V.A.K.T) لتنمية التواصل اللغوي وأثره في التفاعل الاجتماعي لدى الأطفال ذوي صعوبات التعلم

أولا: المراجع العربية

أحمد أبو حسيبة (2015). المقياس اللغوي المعرب لاطفال ما قبل المدرسة. مکتبة الأنجلو المصرية.

براء عزام القواقنة (2020). فاعلية برنامج تدريبي في تنمية مهارات اللغة التعبيرية والاستقبالية والتفاعل الاجتماعي لدى طلاب صعوبات التعلم في مدارس محافظة عجلون. مجلة العلوم التربوية والنفسية، 4(11)، 49-66.

ستانفورد – بينيه (2011). مقياس ستانفورد بينيه للذکاء (الصورة الخامسة), مقدمة الإصدار العربي ودليل الفاحص. (ط2)، اقتباس وإعداد محمد طه محمد وعبد الموجود عبد السميع ومراجعة وإشراف محمود السيد أبو النيل, القاهرة: المؤسسة العربية لاعداد وتقنين ونشر الاختبارات النفسية.

عبدالوهاب محمد کامل (1989). اختبار المسح النيورولوجي السريع لتشخيص صعوبات التعلم عند الأطفال. کراسة التعليمات. القاهرة: مکتبة النهضة المصرية.

عبدالعزيز الشخص، محمود طنطاوي، رضا خيري (2015). مقياس تشخيص اضطراب اللغة البراجماتية للأطفال. مجلة الإرشاد النفسي بکلية التربية – جامعة عين شمس، 39، 20 – 40.

محمود السعيد بدوي وأحمد سعيد الأحول (2016). أثر برنامج تعليمي قائم على مواقف التواصل الاجتماعي في الإنتاج اللغوي ومفهوم الذات لدى ذوي صعوبات التعلم. دراسات عربية في التربية وعلم النفس، 70، 367-339.

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