برنامج قائم على نموذج الاستجابة للتدخل لتنمية الوعي الصوتي وفهم الجملة لدى الأطفال المعرضين لخطر صعوبات تعلم القراءة باللغة الإنجليزية | ||
| مجلة بحوث التربية الخاصة والتعليم الشامل | ||
| Volume 2, Issue 5, June 2024, Pages 129-134 PDF (315.04 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jiser.2024.300276.1028 | ||
| Authors | ||
| يحيى زكريا عبد العاطي عطية شاهين* 1; عبد الناصر أنيس عبد الوهاب2; غـادة صابر أبو العطا3 | ||
| 1باحث دكتوراه بكلية التربية، قسم العلوم النفسية، جامعة مطروح، مصر | ||
| 2أستاذ علم النفس التربوي والتربية الخاصة بكلية التربية جامعة دمياط، مصر | ||
| 3أستاذ الصحة النفسية المساعد بكلية التربية للطفولة المبكرة، جامعة مطروح | ||
| Abstract | ||
| This study aimed to develop phonological awareness and sentence comprehension for children at risk of learning disabilities in reading English. The study sample included (42) children from the first-grade students at Awlad Obaidullah School in Matrouh Educational Administration, they are divided into two equal groups, the first is a control whose age ranged between (6-7) years, with an average chronological age of (6.48) years, and a standard deviation of (±0.79). The second was experimental with chronological ages ranging between (6-7) years, with an average chronological age of (6.54) years, and a standard deviation of (± 0.84). The study tools were Raven’s Colored Sequential Matrices Test (CPM) (Legalization of Mahmoud Fattouh Saadat, 2021), the Electronic Scale of Phonological Awareness for Children at Risk of Learning to Read in English (Preparation/Researcher), the Sentence Comprehension Scale (Kempler Interpretation Task, 1997), and The program based on the intervention response model to develop phonological awareness and sentence comprehension in children at risk of learning disabilities in reading English (Preparation/researcher).The study used the experimental method according to the semi-experimental method according to the design of the experimental and control equivalent groups with repeated measurements. The results resulted in the effectiveness of the program based on the response to intervention model to develop phonological awareness and sentence comprehension in children at risk of learning disabilities in reading English, and the program’s ability to diagnose phonological awareness and sentence comprehension of learning disabilities in reading English. | ||
| Keywords | ||
| Learning disabilities in reading English; Sentence comprehension; Phonological awareness | ||
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