آثار تدريب الوعي المورفولوجي على القراءة لدى الأطفال الذين يعانون من عسر القراءة

Abstract EN

The study targets the effect of a training program for morphological awareness on enhancing word reading and word likeness among Arabic-speaking children with dyslexia.

The study was conducted on a sample consisting of (23) schooled students in the third grade of primary school who were chosen in an intended way using a set of tests that measure the reading ability (common and non-circulating words and semi-words) and morphological awareness test (recognition of morphological patterns, recognition of weight, recognition of the origin of the word) ), The two groups of children with dyslexia (experimental group (n = 10; mean age = 112.

4 months) were compared with the control group (n = 13; mean age = 111.

61 months).

The training program focused on word analysis (root).

Morphological conversion and morphological derivation The results revealed that the experimental group outperformed the control group through the program after training morphological awareness, reading words and quasi-words as well, and the program achieved a positive effect on developing the reading ability of dyslexic students at its three levels.

The relationship between morphological awareness, word reading, and Arabic morphological characteristics.