الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Summary
Introduction
Psychological stresses is from concepts that psychology was interested in along ages particularly in this era in which we live that is full of psychological stresses particularly after events of 11th September then Iraq war, and Arab spring.
Psychological stress concept isn’t a new concept as Kimble (190:120) mentioned as the beginning of this concept extends to 17th, 18th, 19th and 20th century but it was prominent clearly in 21st century to indicate the process of facing life difficulties, problems and negative feelings that these difficulties provoke.
By researchers’ review to different Arabic and foreign definitions concerning stresses, it is found that there is no generally accepted definition of stresses, researcher dealt with it by different meanings according to studies and researches nature concerning psychological stresses in different fields.
One of researchers found that psychological stresses result from reading disabilities as they affect the child who suffer from them greatly, child with reading disabilities recognize that he is from normal or high intelligence but at the same time he is able to accomplish and succeed, this blending leads at high level of anxiety, tension, disorder, depression and frustration which affect child’s behavior, those children are characterized with withdrawal behavior resulting in child’s avoidance to any competitive situation which in turn affects self evaluation of individual, his self concept, and his personal and social conformity, some other behavioral problems appear, the child may recognize that he is unsuccessful compared with his colleagues at the same grade level so he falls into frustration and depression and refuses to go to kindergarten or school and some psychosomatic disorders appears on him.
Study Problem
We find that most school children begin their study at approximate ages, when the student enter primary stage and when the teacher meet with children in primary school and begins a task, he gradually observes that there are differences between students concerning pace of education process and students’ ability on achievement, understanding, speaking, attention and activity etc…, these differences become more clear after the second and their year, as students’ level begin to appear, we find the academically brilliant, the normal and the weak.
Several obstacles appear in this stage in learning process, learning disabilities represent a tension field in psychological field of individual around which cognitive, emotional and negative feelings are accumulated.
Despite these students are characterized by middle or high intelligence level, they suffer from weakness in academic achievement compared with their colleagues at the same age despite that they don’t suffer from environmental or cultural deprivation, these disabilities are represented in student’s non-utilization from his abilities ultimately due to brain shortage in process of treating information so category of learning disabilities should be interested in at early stage.
Study problem provokes the following inquiries:-
1. Is there a relationship between study sample degrees of reading disabilities children on cognitive psychological stresses scale and working memory scale?
2. Are there differences between degrees averages of study sample of reading disabilities children and normal children on cognitive psychological stresses scale?
3. Are there differences between degrees averages of study sample of reading disabilities children and normal children on working memory scale?
Study Objectives
The study aims at:
1. Uncovering relationship between psychological stresses and performance of working memory for a sample of reading disabilities children.
2. Highlighting differences between children with reading disabilities and normal children on cognitive psychological stresses.
3. Identifying extent of variance between reading disabilities children and normal children on working memory.
The Theoretical Significance
Due to significance of psychological stresses and extent of their prevalence generally in life and between people recently and reading disabilities primary stage students’ sufferings of psychological stresses specifically inside the family and school and others’ unfeeling with their feelings of frustration and psychological pains due to their feeling that they are less than others so it was important to acre about case of these students.
Due to significance of working memory in treating and sorting information, it is necessary to highlight this working memory and extent of its relationship to reading dyslexia for students.
The Applied Significance
Study results may benefit in preparing guiding programs in alleviating psychological stresses for reading disabilities children particularly if results indicated its reduction for them.
Study Concepts
1. Psychological stresses
2. Working memory
3. Reading disabilities
Study Methodology
This study depended on comparative correlative descriptive methodology.
Study Tools
1. Psychological stresses scale for those with reading disabilities (prepared by Madiha Abd El-Aziz).
2. Baddeley working memory scale (translated and codified by Abd Rabu Soliman).
3. The economical and social level scale (prepared by Mohamed Rezk Al-Behairy).
4. Intelligence scale
5. Scale of diagnosing learning disabilities
Study Sample
It consists of (50) students, 25 males, 25 females with reading disabilities from Mohamed Naguib primary school in Dar El-Salaam area in Cairo and also (50) normal students, 25 males, 25 females from the same school.
Time Limits
Study tools were applied on this sample in the second school term in school year 2013/2014.
Study Results
1. There is a negative correlative relationship between cognitive psychological stresses and working memory for those with reading disabilities.
2. There are cognitive psychological stresses for those with reading disabilities than the normal in primary stage.
3. There is a deficit in working memory for those with reading disabilities than the normal in primary stage.
Study Recommendations
1. More psychological and educational studies and researches should be conducted that are interested in reading disabilities.
2. Conducting guiding programs in schools by psychologists.
3. Interest in training psychologist and teacher on method of dealing with those with reading disabilities.
4. Providing psychologists in schools with necessary test and measures.
5. Conducting group guiding sessions for those with reading disabilities.
6. Making an entertainment and explorative journeys for those with reading disabilities.