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مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Dyslexia is a specific neurasthenic learning difficulty, characterized by cognitive and emotional problems.
Since reading is fundamental skill that used by human to receive ideas from others, It takes a special importance because success in reading leads to the transfer of the child from one stage to another in the first year in elementary school, reading affects heavily on personal and social and behavioral adjustment for the child, and through theoretical heritage it explained that there is a logical relationship between the executive functions and the problem of hardship reading (dyslexia).
The executive functions are supposed to guide behavior, then has to do with how we plan our lives and carry out our goals. Although learning disabilities known primarily as academic difficulties, however, many researchers and educators believe that learning difficulties are raised and exceed the dimensions of academic fields, so it is not enough to deal with the difficulties of learning the academic isolation from the social and emotional difficulties resulting from these effects.
The current study problem has emerged from the observations of the researcher during her work with dyslexic children; they face the experience of failure and suffering from not only cognitive problems, but also emotional problems.
The study problem is the answer of the following main question how effective is a program to improve executive functions (cognitive-emotional) among a sample of children with reading difficulties (dyslexia)?
The study hypotheses:
1. There are no significant statistical differences between the mean scores of the control group in pre/ post application on the scale executive functions scale
2. There are no significant statistical differences between the mean scores of the experimental group and the control group on the executive functions scale post application in the experimental group.
3. There are significant statistical differences between the mean score of the experimental group and control group on the executive functions scale post application of the training program, in favor of the experimental group.
4. There are no significant statistical differences between the mean scores of the experimental on the executive functions scale between the post –and follow up assessment.
The study methodology and procedures:
The study used quasi- experimental method with the two groups, one as experimental and the other as control, with the use of pre-post Evaluation of the study sample
The study was applied on a sample consisting of (20) male and female students from third, fourth, fifth, sixth primary grade, with dyslexia with age range between (9-12) years with dyslexia from new schools Ramses College and the College of the old Ramses, and school life in Cairo in academic year (2013 -2014).
The Study sample the study was divided as follows:
• The experimental group: (10) students with dyslexia (6 male, 4 female) whose mean age (10.67), and SD (±1.003)
• The control group: (10) students with dyslexia (5 male, 5 female) with mean (10.75), and SD (±0.997)
Taking in account into account the homogeneity between the two groups in terms of age, intelligence ,level of Socio-economic and cultural level, the dyslexia degree, The Neurological rapid screening scale degree, The scale for executive functions degree before applying the program
Study Tools:
• Stanford- Binet Intelligence Scale (5th edition) by: (Safwat Farag, 2012)
• Socio-economic and cultural scale by :( Mohamed Elbheiri, 2002)
• Dyslexia Diagnostic scale by (Nasra Gelgel 2006)
• The neurological rapid screening scale by (Moustafa Kamel, 2012)
• The scale for executive functions by (the researcher)
• The training program by (the researcher)
The study results:
1. There are no significant statistical differences between the mean scores of the control group in pre/ post application on the scale executive functions scale
2. There are no significant statistical differences between the mean scores of the experimental group and the control group on the executive functions scale post application in the experimental group.
3. There are significant statistical differences between the mean score of the experimental group and control group on the executive functions scale post application of the training program, in favor of the experimental group.
4. There are no significant statistical differences between the mean scores of the experimental on the executive functions scale between the post –and follow up assessment.