فاعلية برنامج تدخل مبكر قائم على نظرية الاستجابة للتدخل يدعم مهارات القراءة و ما يرتبط بها من مهارات فرعية

Abstract EN

The main objective of this study to assess the potential for theoretically based early intervention program in Arabic for reading through enhancing number of combination skills among children with concurrent risk for reading disability.

The program aimed to promote five different areas in reading skills: phonological awareness (PA), phonology, morphology, vocabulary, and fluency skills.

Kindergartners were assigned into three groups, experimental (18 child) and 2 control groups.

The children at the experimental group received 50 sessions in small group over 14 weeks; each session lasted 45 minutes.

The first control group (19 child) received government curriculum that does not have systematic reading instructions and the other control group (22 child) received phonics instruction.

The current program was designed on small group instruction and each child within each group received activities based on his abilities.

All children were pre-tested and post-tested on PA, letter naming and sight word reading, morphological skills, receptive and expressive vocabulary, and letter naming and word reading fluency.

Using quasi-experimental design controlling for SES, language exposure, and IQ skills, the acquisition effects were assessed.

The results indicated that children in experimental group achieved higher scores than control group in PA, word reading, morphological, and vocabulary skills within all levels with higher effect on children with at risk.

The effect on fluency skills was the least with at risk group compared with control group.

Results showed the basis for additional work with larger samples with some modifications to enhance other reading skills such as fluency.