استخدام الخرائط المفاهيمية في النصوص القرائية و أثرها على الاستيعاب القرائي من وجهة نظر معلمي غرف المصادر في المرحلة الابتدائية

Abstract EN

This study is aimed to know the using of teachers of resource rooms to conceptual mapping strategy in teaching students of learning disability, and to know their most prominent uses for it, in addition to verifying its impact on the reading comprehension of students with learning difficulties from their point of view in the elementary stage in Jeddah governorate, and the study followed the descriptive approach, and the study sample of 96 teachers and their point of view in using this strategy according to number of variables, The results showed that 68.8% of the total sample individuals had previously used concept maps in teaching students with learning difficulties, while 31.3% of the total sample had never used it, and that the sample members agreed on using concept maps, and their most prominent uses were in linking the previous knowledge with the newest knowledge.

In addition to their agreement that there is an impact on reading comprehension when using concept maps in teaching reading texts for students with learning difficulties, in addition to the absence of statistically significant differences in the responses of resource rooms teachers towards the impact of using the conceptual maps strategy in teaching reading texts on Reading comprehension depending on the grade variable, gender, educational qualification, and years of experience.