الفروق في أنماط الأخطاء الإملائية بين الطالبات ذوات صعوبات التعلم و الطالبات ثنائيات اللغة في المرحلة الابتدائية في مدينة مكة المكرمة

Abstract EN

The current study aimed to identify the differences in spelling error patterns between female students with learning disabilities and bilingual students in elementary schools from mecca, Saudi Arabia, considering the point of view of Arabic language teachers in public classes.

a questionnaire consisting of 29 items was designed to achieve the objectives of this study.

this questionnaire included spelling skills that students must achieve in the upper grades of elementary schools, based on my language syllabus for those stages.

the study sample consisted of 165 elementary-level teachers of the Arabic language from schools with students having learning disabilities and schools with bilingual students.

according to the results, there was a high degree of spelling errors (3.6710) among students with learning difficulties, while the spelling error rate was moderate among bilingual students (3.1743).

these results are an indication that there are differences between students with learning disabilities and bilingual students in the emergence of spelling errors.