الفهرس 
المدخل الي الدراسهيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Because learning disabilities are widespread and growing
overcoming the problems of this category is the goal of most
intervention programs for them, and it has concluded the
examination of each of (Quah mayling (1997), Ola Mohamed
Zaky (2004), Adil Abdullah (2005), Ibrahim , Robert (2005),
Marwa Hosny (2006), Scanlon et al (2008)) to the effectiveness
of early intervention with children learning difficulties, the study
also found each of the (Rihab Saleh Mohammad (2002), Adil
Abdullah Mohammed (2005), Marian Vic et al (2008), Scanlon
et al (2008), Mohammed Imam - Iyad mustaches (2009), Jennifer
(2010)) to the effectiveness of existing programs on the
development of various aspects of the readiness of the school
have a category of learning difficulties in kindergarten, and here
The current study is trying to improve the lack of school
readiness in kindergarten kindergarten with learning difficulties,
one of the problems faced by the children of this category and
see the impact of that program to improve some components of
Achievement Behavior with these children.
Problem of the study:
Clear the problem of the current study, in an attempt to
answer the following questions: -
1- Are there significant differences between the mean scores
of children of the intervention group early in the pre and
average scores in the measurement post test to measure
school readiness (growth, social and emotional orientation
towards learning, language and communication, cognitive
development and general information, physical health and
safety, motor skills)?
2- Are there significant differences between the mean scores
of children and early intervention group mean scores of
children in the intervention group delayed post test to
measure their willingness school?
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3- Are there significant differences between the mean scores
of two groups of children to intervene early and late, and
between the mean scores of children in the control group
post test to measure their willingness school?
4- Are there significant differences between the mean scores
of children in the intervention group of early pre and post
test for the achievement of linguistic behavior (visual
discrimination, discrimination of audiovisual, to identify
objects from their characteristics, the expression of the full
sentence is, the comparison between things, to identify
places)?
5- Are there significant differences between the mean scores
of children a group of early intervention in pre and post
test of conduct for Technical Achievement (Draw the
following images, complete the missing parts in this
drawing, the color of the larger of the stars, the color of
circles in red, the color of one and leave one, the color of
the units according to the number opposite)?
6- Are there significant differences between the mean scores
of children in the delayed intervention group pre and post
test for the achievement of linguistic behavior (visual
discrimination, discrimination of audiovisual, to identify
objects from their characteristics, the expression of the full
sentence is, the comparison between things, to identify
places)?
7- Are there significant differences between the mean scores
of children of the intervention group late in the pre and
post test of conduct for Technical Achievement (Draw the
following images, complete the missing parts in this
drawing, the color of the larger of the stars, the color of
circles in red, the color of one and leave one, the color of
the units according to the number opposite)?
8- Are there significant differences between the mean scores
of children a group of early intervention and the mean
scores of children of the intervention group late in the
telemetric the behavior of the completion language (OCR,
discrimination, audiovisual, to identify objects from their
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characteristics, the expression is inter fully, the comparison
between the objects, determine places)?
9- Are there significant differences between the mean scores
of children a group of early intervention and the mean
scores of children of the intervention group late in the
telemetric the conduct of Technical Achievement (Draw
the following images, complete the missing parts in this
drawing, the color of the larger of the stars, the color of
circles in red, the color of one and leave one, the color of
the units in accordance with the corresponding number)?
10- Are there significant differences between the mean scores
of children’s groups to intervene early and late, and
between the mean scores of children of the control group
in the telemetric the behavior of the completion language
(OCR, discrimination, audiovisual, to identify objects from
their characteristics, the expression is inter fully, the
comparison between objects, identify places)?
11- Are there significant differences between the mean scores
of children’s groups to intervene early and late, and
between the mean scores of children of the control group
in the telemetric the conduct of Technical Achievement
(Draw the following images, complete the missing parts in
this drawing, the color of the larger of the stars, the color
of circles in red, the color one and leave one, the color of
the units in accordance with the corresponding number)?
Objectives of the study:
The present study aims to:
1. Diagnosis of children with learning difficulties phase
kindergarten.
2. Develop a training program based on the development of
school readiness and early intervention.
3. Identify the impact of the program to improve the school
readiness of kindergarten children with learning
disabilities through early intervention.
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4. Identify the impact of the program to improve some
components of behavior Alinijazi (linguistic - Technical)
in kindergarten children with learning difficulties.
Importance of the study:
· Theoretical importance and are:
1. Support the theoretical developments related to the role of
early intervention in the treatment of learning difficulties
which have not been best chance of the research and study.
2. That learning difficulties, especially in the kindergarten of
the issues that are not given adequate consideration in
Arab Studies and Research, despite the appeal of this
subject in the studies and foreign research.
· Practical importance and are:
1. Something to offer the study of a new program.
2. Thing about the results.
3. directing the attention of those on the educational process
to the role of early intervention.
Study Tools:
Study depends on the use of the following tools: -
1. Draw a man test to measure the intelligence of children
(preparation: a Inf - Harris)
2. Battery tests of some academic skills before kindergarten
children as indicators of learning difficulties (Prepared by:
Adel Abdul Allah Muhammad, 2005)
3. Measure school readiness for kindergarten children
(Prepared by: Adel Abdul Allah Muhammad, 2005)
4. Alinijazi scale behavior of kindergarten children
(Prepared by: Zainab Younis, 2006)
5. Form of early intervention (prepared by the researcher)
6. Program of study (prepared by the researcher)
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Statistical methods:
Was used the following statistical methods in data processing:
1. Analysis of variance test unidirectional ”One way anove”
in order to verify the homogeneity among the members of
the sample.
2. Test ”T. Test” to calculate the true comparison Terminal.
3. Test ”Mann - Whitney” in order to determine the
statistical differences between the study groups to learn the
extent to which hypotheses of the study
Results of the study:
The first assumption has been made showing the presence
of statistically significant differences between the mean scores of
children in the intervention group of early pre and post test
measurement in school readiness for post test measurement.
There has been the second hypothesis and show a
statistically significant differences between the mean scores of
the early intervention group children and children in the
intervention group delayed post test to measure school readiness
for the children of the early intervention group.
The third hypothesis has been made showing the presence
of statistically significant differences between the mean scores of
two groups of children to intervene early and late and the
children in the control group post test measure to prepare the
school for the children of the two sets of early and late
intervention.
There has been the fourth hypothesis showing the
presence of statistically significant differences between the mean
scores of children in the intervention group of early pre and post
test measurement of achievement in the behavior language for
the telemetric.
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Has been made obligatory V and show a statistically
significant differences between the mean scores of children in the
intervention group of early pre and post test measurement in the
behavior of Technical Achievement for the post test
measurement.
There has been the sixth hypothesis showing the presence
of statistically significant differences between the mean scores of
children in the delayed intervention group pre and post test
measurement of achievement in the behavior language for the
telemetric.
There has been the seventh hypothesis showing the
presence of statistically significant differences between the mean
scores of children in the delayed intervention group pre and post
test measurement in the behavior of Technical Achievement for
the post test measurement.
Hypothesis has not been achieved the eighth and proved
to be no statistically significant differences between the mean
scores of the early intervention group children and children in the
intervention group delayed post test to measure the behavior of
linguistic achievement for the children of the early intervention
group.
IX enforcement has not been achieved and shows no
statistically significant differences between the mean scores of
the early intervention group children and children in the
intervention group delayed post test to measure the behavior of
technical achievement for the children of the first experimental
group.
Has been made obligatory X and show a statistically
significant differences between the mean scores of two groups of
children to intervene early and late and the children in the control
group post test measurement of the behavior of linguistic
achievement for the children of the group two sets of early and
late intervention.
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Has been made obligatory atheist ten show a statistically
significant differences between the mean scores of two groups of
children to intervene early and late, and between the control
group post test to measure the conduct of Technical Achievement
for the children of the two sets of early and late intervention.
from the results of the previous study shows the
effectiveness of the existing program on the development of
school readiness and early intervention in improving the
achievement of some components of behavior in kindergarten
children with learning difficulties.
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