المخاوف المدرسية و علاقتها بصعوبات تعلم القراءة و الكتابة لدى عينة من الأطفال في المرحلة العمرية من (9-12 سنة)‎ فايزة يوسف عبد المجيد، محمد رزق البحيري، هند عصام زكي العزازي.

Abstract EN

Aims: The present study aimed totest the relationship between the school fears and learning disabilities reading and writing, Sample: Study sample consisted of: children rows last three at the elementary level and their number was (227) pupils, by (128) male, (99) females, divided into (144) who suffer from Dyslexia, and (83) of those who suffer from Dysgraphia, from three different schools.

Tools: Diagnostic test learning disabilities Academy in Arabic (Setup Ahmed Awad), test Assiut University of intelligence is nonverbal (Setup Taha Mestikawi), form level socio- cultural (Setup Fayza Yousef Abdul Majeed), a measure of fear sschool (Setup researcher).

Results: It was fouind a positive correlation statistically significant between grades study sampleon a scale concerns school and difficulties learning to read and soat the level of 0.01, and a negative correlation statistically significant between gradesstudy sample on a scale concerns school and learning difficulties of writing and when 0.01 level of significance, And there were statistically significant differences between male and female school on a scale concerns in the direction of females and at a significance level 0.01.