استراتيجيات تعليم القراءة و الكتابة المستخدمة من قبل معلمي غرف المصادر في ضوء بعض المتغيرات لدى عينة من طلبة صعوبات التعلم

Abstract EN

This study aimed to identify reading and writing teaching strategies used by resource room teachers in light of some variables.

The study sample consisted of (150) male and female teachers working in the learning resource rooms in Irbid Governorate during the first semester of the 2020/2021 academic year.

To achieve the objectives of the study, the reading and writing strategies scale was used, which was developed by the researcher, where the indications of its validity and reliability were verified.

The results found that the word recognition strategy got the highest arithmetic mean among the reading strategies, and the handwriting strategy got the highest arithmetic mean among the writing strategies.

The results also showed statistical significant differences between the arithmetic averages of reading teaching strategies and writing teaching strategies used by resource room teachers according to the variable of the difference in the number of years of experience on the total score and all dimensions, and the presence of differences according to the gender variable in favor of females on the word recognition strategy, and the results indicated the absence of statistical significant differences between the arithmetic means of the writing and reading teaching strategies used by the resource room teachers according to the different variables (academic qualification, teacher gender, and specialization).

The study came out with a number of recommendations, the most prominent of which was encouraging teachers of learning disabilities room resource to use the largest possible number of reading strategies and not to focus on a specific strategy, as these strategies have a positive impact on developing the reading skill for students with learning disabilities.