العبء المعرفي لدى عينة من الأطفال ذوى صعوبات القراءة و الأطفال العاديين بمرحلة التعليم الإبتدائى ( دراسة ارتباطية مقارنة)‎

الملخص EN

The pupil with learning disabilities is in critical need for reducing the cognitive load imposed on his working memory during the learning process in order to obtain thinking skills- based on learning and develop those skills.

The current study drives at identifying the differences in cognitive load between normal children and children with dyslexia; identifying as well, the relationship between cognitive load and reading disabilities in addition to differences between males and females with dyslexia regarding cognitive load.

The sample consists of (60) male/ female children of grade 4- primary school, divided into two groups.

The study seeks answering the following questions: Are there any differences between children with dyslexia and normal children regarding the cognitive toad?, Is there any correlation between cognitive load and dyslexia in students with dyslexia?, and Are there any differences between male and female students with dyslexia regarding the cognitive load? The study uses the qualitative- comparative method and the study instruments are summed up in scale of cognitive load for children (by researcher), scale of dyslexia for children (by researcher), and scale of colored similar arrays for measuring IQ (by Ravin- translated by Emad Hassan, 2016).

The study comes to the result that there is a statistically significant difference at 0.05 between average scores of children with dyslexia and normal children on scale of cognitive load toward children with dyslexia.

There is also a positive correlation between cognitive load and dyslexia in children with dyslexia.

There is no statistically significant difference between average scores of males and females with dyslexia on scale of cognitive load.