أثر استراتيجية جلنجهام المكيفة حسب خصائص اللغة العربية في تحسين الأداء القرائي لدى الأطفال المعسرين قرائيا : تلاميذ الطور الابتدائي

Abstract EN

The current study aimed to try to identify the effect of using the adapted Gilgin strategy according to the characteristics of the Arabic language to improve reading performance among dyslexic children among a sample of 15 pupils with reading difficulties, and those taught in the first and second stages of the elementary education stage were selected based on the results obtained in each of the Diagnostic Assessment Scale for Reading Difficulties taken from the Diagnostic Learning Difficulty Rating Battery by Fathi Mostafa Al-Zayat and the Man's Drawing Test for Intelligence Measurement by Florence Coodenough.

Using the quasi-experimental approach, the pre-measurement was applied to the respondents, then the adaptation of the Gulingham Program, then the post-measurement and the comparison of results between the pre- and post-measures in the dyslexic scale.

After statistical analysis and the use of the "T" differences test, the results of the study revealed that there are statistically significant differences between the first and second applications of the dyslexia diagnosis scale at the significance level of 0,05 and this indicates the positive effect of using the Gilingham strategy to improve reading performance in dyslexic children.