أثر نظام التعليم الخصوصي المبرمج في معالجة الصعوبات القرائية و الكتابية لدى طالبات الصف الرابع الأساسي في مدرسة إناث مخيم عمان الابتدائية الرابعة

Abstract EN

This study investigates the impact of programmed-tutorial instruction in addressing reading and writing difficulties among female students of the fourth grade, and the effect of different private tutors in this regard.

The sample consisted of (20) female students chosen after the implementation of the Arabic version of “Michael Best Scale” and a well-designed test to identify the reading and writing difficulties they suffer from.

Both instruments, ‘reliability’ and ‘validity’ were enough to conduct this study.

The study sample was randomly assigned to four groups: the first three trial groups were experimental, while the fourth was the control group which was taught by the traditional way of teaching.

The first experimental group was taught by peers (as tutors), the second experimental group was taught by mothers, while the third experimental group was taught by a teacher.

The two researchers designed a 3-month remedial plan which was carried out to identify the reading and writing weaknesses.

Finding and Results: - There were statistically significant differences (P=-0.05) between score means of experimental groups and control group on the post-test and delayed post-test for the privilege of the experimental group, - There were statistically significant differences (P=0.05) between score means of the three experimental groups related to different tutors, peers and mothers as tutors, ranged firstly with the same effect, while the teacher as a tutor ranged secondly.

Researchers recommended the use of this system in rectifying reading and writing difficulties and the use of peers and teachers as tutors.

Also, they pointed out the need of implementing this system in addressing Math disabilities.