الفروق في العمليات المعرفية لدى عينة من الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية و الطلاب العاديين في مرحلة التعليم الأساسي باليمن

Abstract EN

The study aimed to identify the differences in the cognitive processes of Luria - Das theory of intelligence among a sample of Gifted Students with English Language Learning Disabilities and normal students in the basic education stage in Yemen; the study population consisted of all students of the eighth grade of the basic education stage in the modern Yemeni school, their number were (81); the sample of study consisted of two groups: gifted students with English language learning disabilities and their number were (7), and normal students , their number were(7), from students in the eighth grade of the basic education stage for the academic year 2019-2020 AD, who were intentionally chosen according to specific conditions, and the study tools were: Raven Standard Matrix Exam prepared by Ahmed Othman (1987), CAS2 cognitive assessment system for DAS, Naglieri & Goldstein (2014) prepared and rationed by Ahmed Hajoury (2021), the Gifted Rating Scales-School form prepared by Rania Emam (2017), and the Survey Scale Rapid Neurology prepared by Abdel Wahab Kamel (1999).

The data were analyzed statistically using arithmetic means, standard deviations, and the Man-Whitney the test for independent samples.

The results of the study revealed that there were no statistically significant differences between the mean ranks of the grades of gifted students with English language learning disabilities and normal students in the total score of the planning scale, and its dimensions (PCd,PCn), except for the dimension (PNM matching planning), where there were Differences in favor of the normal, and there were no statistically significant differences between the mean ranks of the grades of gifted students with English language learning disabilities and normal students in the total score and sub-dimensions of the attention scale, simultaneous cognitive processing scale, and successive cognitive processing scale.

Based on the results of the study, the study recommends the necessity of paying attention to the planning process and developing its strategies for gifted students with learning Disabilities.