فاعلية استراتيجية التعلم التعاوني لتنمية الإدراك البصري و أثره على تحسين مهارات القراءة لدى الأطفال المتفوقين عقليا ذوي صعوبات التعلم بالمرحلة الابتدائية

الملخص EN

The aim of the research is to improve reading skills through developing visual perception among mentally superior children with learning difficulties in the primary stage using the cooperative learning strategy, and the research sample consisted of (20) children of primary school children with an average age of (10.75) and a standard deviation (0.81).

Divide them into two equivalent groups, one experimental and the other controlling.

To verify the validity of the research hypotheses, the researcher used the following tools: The Sequential Matrix Test developed by Raven (Taqnin - Amina Kazim et al., 2005), and the rapid neural screening test (QNST) for screening children with learning difficulties (preparation: M.

Motti, H.

Stirling, N.

Spolding, citation and preparation: Dr.

Mostafa Mohamed Kamel 1998), the scale of reading difficulties and the scale of visual perception difficulties (Prepared by: Fathi Mostafa Al-Zayat, 2014), the training program (Prepared by: the researcher), and the results of The research used the effectiveness of the cooperative learning strategy in the development of visual perception where all (Z) values of the differences between the pre and post measurement on measures of reading difficulties and visual perception in the experimental group were respectively (2.80, 2.80), which are significant values Statistically at the level of (0,01) in favor of the post-measurement.

Also, differences were found between the experimental group and the control group in the post-measurement on measures of reading difficulties and visual perception, where the values of (Z) were respectively (3.78 and 3.79), which are statistically significant values at the level of (01, 0) for the benefit of the children of the experimental group, and there were no differences between the post measurement and the tracer in the experimental group on measures of reading difficulties and visual perception, where the values of (Z) were respectively (68).

0, 0.28), which is a non-statistically significant value, and its impact on improving reading skills among mentally superior children with learning difficulties in the primary stage.