فاعلية برنامج تدريبي في تحسين القراءة الجهرية لدي تلاميذ ذوي صعوبات تعلم القراءة في ضوء نظرية الذكاءات المتعددة: دراسة تجريبية على تلاميذ الصف الرابع الاساسي في مدينة دمشق

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

ff36db50-d475-40a5-bd6d-0d03b52a246b

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

1965208_1.pdf

بيانات النشر

ترجمة العنوان

The Effect of the Training Program on Developing Reading Aloud For Students With Reading Learning Disabilities in the Light of the Theory of Multiple Intelligences. Training study on the students in the fourth basic Class in Damascus

ألقاب المؤلفين

[{"name_ar":"حسن اديب عماد","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"محيي الدين فواز العلي","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

فاعلية برنامج تدريبي في تحسين القراءة الجهرية لدي تلاميذ ذوي صعوبات تعلم القراءة في ضوء نظرية الذكاءات المتعددة: دراسة تجريبية على تلاميذ الصف الرابع الاساسي في مدينة دمشق

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The present study aims to identify the effect of the training program on developing reading aloud skills, represented in skills like (word recognition, well articulation, fluency) in pupils with learning reading disabilities from the fourth grade from (the first stage) of basic education in Damascus in the light of the theory of Multiple intelligences. Study problem This study problem identified the following basic quest ion : How effective is that training program used in developing some reading aloud skills represented (word recognition, well articulation, fluency) in pupils with learning disabilities from the fourth grade at (the first stage) of basic education in the light of the theory of Multiple intelligences. This question is ramifying to the following many sup-questions: 1.Are there differences between mea n scores of the experimental group in the pre and the post- test in the testing of reading a loud skills (word recognition, well articulation, fluency) . 2.Are t here differences between mean scores of control group in the pre and the post- test in the testing of reading aloud skills (word recognition, well articulation, fluency). 3.Are there differences between mean scores of control group and mean scores of the experimental group in the post test in testing of reading aloud skill s (word recognition, well articulation, fluency) . 4.Are there differences between mean scores of the experimental group in the post - test and follow up-test in the testing of reading a loud skills (word recognition, well articulation, fluency) . And to answer of t he previous studying questions, it has been displayed theoretical framework, and identified the reading a loud skills (word recognition, well articulation, and fluency) . And identified strategies of Multiple intelligences in teaching aloud reading and applied a group of tools to collect private studying data , which are: - Test followed matrixes to Rafin prepared and applying technology by Aziza Rahma. - The aloud reading skills test prepared by the researcher. IIII- Standard evaluation of behavior characteristics of pupils with learning reading disabilities, prepared by Fathi AIZiat. - Test list for multi-intelligences, prepared and applying technology by Naeila Najib AI khazindar to identify pupils intelligences. - Build Training program in the light of Multiple intelligences theory. Study sample: By using training program in the light of Multiple intelligences theory, participants of the present study on basic sample consisted of (30) pupils (male and female) from the basic fourth grade at (the first stage) in Damascus, chosen from sample (326) pupils of seven c1assis in AI Muatasim and Mustafa Juwaid schools. Where almost been divided in two groups : (15) fifteen pupils( male and female) for experimental group and (15) fifteen pupils( male and female) for control group, where the researcher has making sure of the homogeneity of two groups (experimental- control) in each, (intelligence, age, aloud reading skills).And after that, t he researcher has fulfilled the program activities on the experimental group using Multiple intelligences strategies whereas the activities program didn't approach to control group, and after finishing of program fulfilling, they have been applied the post application on the two groups, since then, it has been testing the aloud reading skills represented in (word recognition, well articulation, fluency). And the it has been applied the follow-testing on t he experimental pupils group. IIIIIIStudy result: 1-There are statistically significant differences at the familiar level (0.05) between the mean scores of the experimental group of the aloud reading skills on the anti and post-test for the post application . 2-There are statistically significant differences at the familiar level (0.05) between intermediate scores of the experimental group in the post application for the experimental group. 3- There are not statistically significant differences at the familiar level (0.05) between the post-application and successive applications except word definition skill through the picture indicated it and it is little different, and the skills of letters articulation with their short morphology, and with three spread letters which indicate the remainder of program affect

كلمات الباحثين

تحسين القراءة الجهرية, تلاميذ الصف الرابع الاساسي, ذوي صعوبات تعلم القراءة, ضوء نظرية الذكاءات المتعددة, مدينة دمشق

إشراف وإعداد

الإشراف

حسن اديب عماد

الإعداد

محيي الدين فواز العلي

الاقتباسات الببليوغرافية