الأخطاء اللغوية الشائعة لدى تلاميذ السنة الرابعة ابتدائي ذوي صعوبات التعلم

Abstract EN

This research paper aims to reveal the common language errors of a sample of fourth year primary students with learning disabilities, in order to discover the disabilities and language problems experienced by the members of this group at this stage.

The study found that spelling disabilities are the most common disabilities among the study sample with a rate of more than 46 percent of the total errors, due to what this skill requires from mental processes such as attention and focus, which is what students with learning disabilities lack.

Grammatical disabilities ranked second in the number of errors, with a rate of more than 21 percent.

Perhaps this is due to the difficulty of the Arabic language in the syntactic side, with the ence of actual practice for it.

On the acoustic level, the fewest errors were recorded at less than 02 percent of the total errors, due to the ease of the acoustic system and its close proximity to the vernacular acoustic system.