الفهرس 
Psycholinguistic basis of learningOnly 14 pages are availabe for public view
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Abstract
Learning Disabilities are a heterogeneous, complex group of disorders that result in a discrepancy between the individual’s potential ability and academic performance. They include language-based learning disabilities, non-verbal learning disabilities, and learning disabilities that affect executive functions. The former comprises higher order process disorders and lower order process disorders and the latter comprises attention and memory disorders. Dyslexia is probably the most well known language-based learning disability, and may be the most common. Children with dyslexia are thought to have a fundamental deficit in phonological awareness.
A wide variety of learning strategy interventions have been offered commercially, including both language-based interventions and non linguistic interventions. However, the majority of these interventions lack a solid empirical research support for their efficacy. Knowing which techniques are useful in which kinds of learning disabilities, and knowing how to use these techniques are powerful tools that can enable students to become strategic, effective, and lifelong learners.
In this study, the efficacy of an Arabic language-based training program for remediation of learning disabilities was evaluated. The program focuses on remediation of both lower order and higher order process disorders in addition to attention and memory training. The study was conducted on a sample of 25 Egyptian learning-disabled children in the age range 5½ – 8½ years. They were divided into two groups; Experimental group (15
children) who received the language-based training program, and control group (10 children) who did not receive the language-based training program. A comprehensive protocol of assessment was applied to each child, including elementary diagnostic procedures and clinical diagnostic aids. The latter involved specially designed test batteries for both phonological awareness and semantics. After assessing each child’s strengths and weaknesses, an individualized intervention plan was tailored to each child. Therapy was carried out for the experimental group through twice weekly 40-minutes individual therapy sessions for 6 months. Post-test was then administered to both experimental and control groups. Results of this study revealed that children in the experimental group showed greater improvement in all parameters compared to children in the control group. Statistically significant differences in improvement between the experimental and the control groups were found in all parameters (except for visual memory) as well as in reading performance.
The present study demonstrated that children with learning disabilities much benefited from the applied intervention program. It is recommended that such approach be adopted as a first-line management for remediating Arabic-speaking children suffering from learning disabilities.