درجة ممارسة معلمات الطالبات ذوات صعوبات التعلم لمهارات الوعي الصوتي لتعليم القراءة بمحافظة الأحساء = The Degree to Practicing Phonological Awareness Skills for Teaching Reading by Female Students with Learning Disabilities Teachers in Al-Ahsa Governorate

2020 ◽  
Vol 10 (37 Part 1) ◽  
pp. 1-26
Author(s):  
العرفج ، عبد الحميد بن عبد الله ◽  
العمير ، آلاء أحمد محمد
Keyword(s):  
Learning Disabilities ◽  
Phonological Awareness ◽  
Female Students ◽  
Teaching Reading ◽  
Students With Learning Disabilities

scholarly journals The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

2018 ◽  
Vol 10 (4) ◽  
pp. 140
Author(s):  
Mohammad Ahmad Bairat ◽  
Akef Abdullah Al-Khateeb
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Training Program ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Training Period ◽  
Students With Learning Disabilities ◽  
Before And After ◽  
The Impact ◽  
Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities

1997 ◽  
Vol 18 (3) ◽  
pp. 174-181 ◽  
Author(s):  
Mary Ellen Drecktrah ◽  
Berttram Chiang
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Direct Instruction ◽  
Whole Language ◽  
General Educators ◽  
Teaching Reading ◽  
Students With Learning Disabilities ◽  
Philosophical Approach ◽  
Reading And Writing ◽  
Thematic Units

A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.

scholarly journals The Effect of Active Learning-Based Instructional Program on Improving Motivation and Achievement towards Science among Middle Stage Students with Learning Disabilities in Riyadh

2016 ◽  
Vol 4 (2) ◽  
pp. 63 ◽  
Author(s):  
Hanadi Qadan
Keyword(s):  
Learning Disabilities ◽  
Active Learning ◽  
Learning Strategies ◽  
Instructional Program ◽  
Female Students ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Middle Stage ◽  
Experimental Group ◽  
Motivation And Achievement

<p>The current study is an attempt to prepare active learning-based instructional program and measure its effectiveness in motivation and achievement towards Science among middle stage students with learning disabilities. The sample consisted of (34) female students, intentionally chosen and distributed into two equal groups, the control group (n = 17) and the experimental group (n = 17). The author utilized achievement test, motivation scale and the instructional program. The results showed statistically significant differences between the means of scores of the control group and the scores of the experimental group in favor of the experimental group; indicating the effectiveness of active learning-based instructional Science Program in improving achievement and motivation among female students with learning disabilities. The study recommended the need to urge authorities and decision-makers to provide all the instructional supplies that facilitate the application of active learning strategies to students with learning disabilities in the middle stage of public education schools.</p>

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