الكشف و التشخيص المبكر عن اضطراب عسر القراءة النمائي لدى تلاميذ المرحلة الابتدائية (السنة الأولى و الثانية)‎ من خلال العوامل و المعرفية اللسانية المنبئة بعسر القراءة : دراسة تتبعية

Abstract EN

The study aimed to investigate the predictive value of cognitive indicators (phonological awareness and rapid nomenclature) and linguistic indicators (verbal working memory and visual perception), on dyslexia in children in their first learning to read before the age of 8 years of Arabic speaking.

The core sample consists of 54 students.

Measurements were carried out using a set of tests (Raven's color test - Phonological awareness test - Rapid naming [image naming] - Verbal working memory - Visual perception [Andrea Frick's test] Word reading test layes smail (2015).

The descriptive consecutive approach was adopted to answer the hypotheses of the study.

The results came for a number of cognitive and linguistic indicators that are not statistically significant between the first and the second measurement, only the cognitive indicator "phonological awareness" was the strongest predictor of developmental dyslexia, followed by the working memory index and then visual perception.

Whereas, the rapid naming results were of weak predictive value at this stage of the academic level among students before the age of 8 years of Arabic-speaking.