فاعلية برنامج باستخدام الشفافيات الملونة في علاج الحساسية الضوئية (متلازمة إرلن)‎ لعينة من التلاميذ الذين يعانون من صعوبات في القراءة بالمرحلة الابتدائية بدولة الكويت : دراسة تجريبية

الملخص EN

Study Objectives: Testing the effectiveness of a training program for using Colored Transparencies in Treating Light Sensitivity (Irlen Syndrome) in A Sample of Reading Disability Students in Primary Stage in State of Kuwait Study Sample: The study sample consists of (14) male/female students with learning reading disabilities diagnosed with Irlen syndrome aged (9-12 years old) applying on them the reading test, speed of reading test, questionnaires and Irlen test.

Study Method: The researcher counts in this study on the experimental method and the one-group experimental designing in addition to the pre/post / follow up measurements.

Study Instruments: Wechsler-Kuwait Intelligence Scale for Children-Version III (Arabized by Alaam & Morsy, 2008).

Speed of Reading Test (by researcher).

Diagnosis Test of Reading Skills for Primary Stage Students (by Ahmed Hegazy, 2002).

Primary Inspection Record of Irlen Syndrome (by Helen Irlen, 1988).

Environmental Questions Survey of Irlen Syndrome (by Helen Irlen, 1989).

Programmed Program of Colored Transparencies for treating a sample of children Study Results: There are significant statistical differences between average scores of the study sample of students suffering from learning reading disabilities on speed of reading test pre/post use of the treatment program, in favor of the post measurement.

There are significant statistical differences between average scores of the elder and younger students of the study sample of students suffering from learning reading disabilities on the speed of reading test, in favor of the older students.

There are significant statistical differences between average scores of male/female students diagnosed of learning reading disabilities post using the colored transparencies of Irlen on the speed of reading test, in favor of the females.

There are no significant statistical differences between average scores of the study sample individuals diagnosed with learning reading disabilities on the reading speed test regarding the post/following up measurements.