أثر استراتيجية التصحيح الذاتي على أداء تلميذات الصف الرابع الابتدائي اللاتي لديهن صعوبات تعلم في الإملاء، و علاقته بمفهوم الذات الأكاديمي

Abstract EN

This study investigated the impact of self-correction strategy on the achievement of 4th grade female students with learning disabilities in spelling, and its relationship to the academic self-concept.

The participants were (30) 4th grade female students who were enrolled in the learning disabilities program in Riyadh city.

The subjects were divided equally into experimental and control groups.

Pretest - Posttest Deign method was used for both measuring students’ performance and academic self-concept.

The results indicated statistical significant differences at 0,001 between the means of the experimental group pertaining to spelling performance, but no statistical differences on the academic self-concept