الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current study aimed to identify The effectiveness of a training program based on the theory of (PASS) on developing reading comprehension and reading self-concept within a sample of children with dyslexia of the fourth primary school grade. The sample consists of (30) students, the following tools were applied to collect study data, 1- dyslexia scale (prepared by: Nasra Muhammad Abdel-Majeed, 2014), 2- the reading comprehension scale (prepared by: the researcher), 3- reading self-concept scale (prepared by: Abdel-Moneim Ahmed Badran, 2008) 4- training program (prepared by: the researcher) 5- Raven’s Colored Progressive Matrices Test (Arabization and Codification: Imad Ahmed Hassan, 2016) at first it was confirmed that the control group and the experimental group were equal, and then, the program’s activities were implemented on the experimental group members, the post-application was carried out, where both reading comprehension and reading self-concept were measured for the students of the experimental and control groups. The researcher used appropriate statistical methods for searching.
Results
The study found that there was an improvement in the reading comprehension of the members of the experimental group, as there was a statistically significant effect between the mean scores of the experimental group students in the two measurements (pre and post) in favor of the post measurement in the reading comprehension scale, as well as the presence of a statistically significant effect between the mean scores of the experimental and control group students in the measurement (Post) in favor of the dimensional measurement of the experimental group in the reading comprehension scale, and the reading self-concept improved among the members of the experimental group, as there was a statistically significant effect between the mean scores of the experimental group students in the two measurements (before and after) in favor of the post measurements in the reading self-concept scale, as well as the presence of A statistically significant effect between the mean scores of the experimental and control group students in the (post-) measurement in favor of the dimensional measurement of the experimental group in the reading self-concept scale, there are no significant differences A statistic between the average performance scores of males and females in the experimental group in the reading comprehension scale and the reading self-concept scale after applying the training program (post-measurement) among students with dyslexia.