Effectiveness of a therapeutic teaching protocol in the treatment of reading difficulties for students of the Arabic-speaking primary

Ladjal Ladjal Yassine

doi:10.33422/ejbs.v3i1.363

Abstract

This study is concerned with highlighting the effect of vocal processing skills of vocal awareness and vocal working memory on the development of reading mechanisms and difficulties. The study was conducted on a total sample of 280 male and female pupils in the third, fourth and fifth phases of primary school ages 8-11, among them 50 children with dyslexia who were diagnosed according to a battery of standards that the researcher prepared for this purpose and that respond to the standards Psychometrics to build tests. The study aims to: To ensure the effectiveness of a pedagogical treatment program in developing reading skills for students with dyslexia dependent on phonological awareness activities and phonological working memory and the transition from part to whole gradually. In general, children with dyslexia suffer from a great and persistent difficulty in phonemic representation, in addition to a deficiency in the lower linguistic units in the Arabic language and their use to reach the skills of recognizing the written word by linking between the linear phonemic compatibility of the voice. Our findings support the evolutionary hypothesis of general disability in vocal processing skills and concluded that rhyme awareness appears before vocal syllabic awareness. A child at this level finds difficulty in phonograms with moving sound. Additionally, multiple regression analysis shows that poor vocal memory is the best indication of poor vocal awareness in the Arabic language. Studies also focused on the effectiveness of the proposed program for the treatment of vocal dyslexia in improving the ability to read in general.

Highlights

Reading is a mental activity in which many mental skills interfere, starting from the visual tracing of written symbols, analyzing and treating them to get to know them to reach their meanings
Looking at the value of the beta predictive coefficientٌٌ(Figure 2.), we find that phonemic working memory comes first (1) with p= 0.78, and in second (2) phonological awareness comes in p= 0.65 with a precedence in that of phonemic segmental awareness with 0.68 and p= 0.55 for consciousness In rhyme, in addition to p= 0.25 for the academic level and p= 0.19 for the intelligence factor in the third (3) and fourth (4) ranks respectively, they are weak values in terms of influencing the effectiveness of reading and in the rank (5) and last we find the sex factor by p= 0.01 which is a nonexistent value in this regression model
We conclude, through the results of our current study, that there is a strong relationship between the skills of phonological awareness and the phonological work memory between them, as well as their strong association with the mechanism of learning to read, and on the other hand the dyslexia, so that they are considered two basic knowledge factors in controlling the reading process of the newly learned child, as it predicts the weakness of the working memory Phonology with dyslexia is more important than weak phonological awareness

Summary

Introduction

Reading is a mental activity in which many mental skills interfere, starting from the visual tracing of written symbols, analyzing and treating them to get to know them to reach their meanings. This is considered a problem for the beginner child in its representation and evocation when the reading is needed here and several others syntax-grammatical derivative forms which represent graphophonemic changes very close together, which makes the situation of phonemic representation, highly difficult for children who are new to reading. (Daneman et Carpenter, 1980; De Jong, 1998; Nation, Adams, bower-crane et monk, 1994; Seigneurie, Ehrlich, Oakhill et Yuill, 2000; Siegel et Ryan, 1989; Swanson, 1999, 2000; Swanson et Howell, 2001) These studies and research allow to indicate the existence of consensus and consensus in dealing with the difficulties of learning to read (dyslexia), which is represented by a deficiency in some cognitive processes (specific to the phonological awareness deficit and the deficit in storing and processing information in the working memory). Most studies are concerned with studying one of these paths, the question remains in its entirety to know whether the difficulties in learning to read are due to a phonological written to teach reading to beginners or in the Qur’an and are left to professional readers Like daily newspapers, which is a problem during reading for new learners

Methods

Results

Conclusion