الفهرس يوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Reading comprehension is one of the most important factors we may rely on
evaluating reading disabled children. If this behavior is improved, those children
will be able to develop their academic, social and mental skills and behaviors
which in turn will help them lead a suitable life according to their abilities.
In order to help disabled children enhancing their reading comprehension,
we have to develop modern training methods and strategies that suit their
abilities and skills. This may happen by using training programs that suit those
children as they are based on realistic training activities.
The present study aims to examine the effectiveness of advanced organizers
on enhancing the reading comprehension in children with learning disabilities,
which considered a main aspect in developing reading generally.
Problem:
The problem of the current study is concentrating in existing a group of
children who are suffering from learning disabilities generally reading
comprehension especially.
The problem of the current study can be formulated as follows;
1- Are there any differences between experimental and control groups in
post test of English Reading comprehension?
2- Are there any differences in Reading comprehension for experimental
group in pre and post test?
3- Are there any differences in English Reading comprehension for control
group in pre and post test?
4- Are there any differences in Reading comprehension for experimental
group in post test and follow-up?
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===================================== Summary ============
Hypotheses:
- There are statistically significant differences in English Reading
comprehension between experimental and control groups in post test
favoring the experimental one.
- There are statistically significant differences in English Reading
comprehension between pre and post test for experimental group favoring
the latter.
- There are no statistically significant differences in English Reading
comprehension between pre and post test for control group.
- There are no statistically significant differences in English Reading
comprehension between post test and follow-up for experimental group.
Sample:
Sample of the study contains (14) Students with Learning Disabilities
divided into two matched groups:
1- The experimental group: (7) Students with Learning Disabilities.
(received the training program).
2- The control group: (7) Students with Learning Disabilities.
The two groups are matched on the variables of age, intelligence and
the level of English Reading comprehension.
Instruments:
1- Stanford - Binet intelligence test – IV. by Meleika, 1998.
2- Quick Neurological Survey Test on advanced organizers, by Abdelwahab
Kamel, 1999.