صعوبات تعلم العلوم و علاقتها بصعوبات تعلم القراءة و الكتابة لدى تلاميذ الصفوف العليا بالمرحلة الابتدائية

Abstract EN

The study aimed to diagnose science learning disabilities and read and write learning disabilities and to reveal the extent of these disabilities and their development and relationship among upper grades students in the elementary stage (fourth, fifth and sixth grades).

To achieve these goals, three tests and three check lists were dvised to diagnose science learning disabilities.

Three tests and one check list were prepared to diagnose read and write learning disabilities.

Ahmed Zaki Saleh’s visual IQ test was used to exclude students with less than 90 IQs.

The analytical diagnostic descriptive method was used in the implementation of the study.

The previous diagnostic tools were administered to 562 upper grade students in the elementary stage in Abha, Saudi Arabia.

The results of the study identified science learning disabilities and read and write learning disabilities of the study sample students.

The results also revealed that 49.64% of the study sample had learning disabilities in science and 37.90% of the study sample had learning disabilities reading and writing, and the level of severity of learning disabilities in science, reading, and writing was generally moderate among whole study sample students, except read and write learning disabilities which are weak to sixth grade students.

In addition, fourth-grade students suffer from learning disabilities in science, reading, and writing than fifth and sixth grades students of elementary school.

Fifth-grade students suffer from read and write learning disabilities more than sixth-grade students, while there are no statistically significant differences in science learning disabilities among fifth and sixth grade students of elementary school.

The results also revealed the possibility of predicting science learning disabilities according to read and write learning disabilities of the study sample students.