فاعلية برنامج لتحسين صعوبة الفهم القرائي لدى عينة من أطفال المرحلة الابتدائية ذوي صعوبات التعلم باستخدام إستراتيجية الخرائط العقلية

Abstract EN

Goal: To verify how effective the program using mind maps strategy for improving reading comprehension disability for a sample of primary stage students with learning disability.

Study sample Sample: The study sample consists of 40 pupils of the 5th class who belong to Delengat Education Department in el - Beheira governorate, half of this sample is males and the other half is females, their ages range from (10- 11) years old.

Their IQ ranges between (90-110), they have been divided into two groups; one on them is an experimental group of 20 pupils and the other one is control group of 20 pupils.

Method: The experimental method.

Tools: The researcher uses visualized intelligence test prepared by Ahmed Zaki Saleh; developed social, economic and cultural scale of Egyptian household prepared by Mohamed Bayoumi; Reading comprehension test prepared by Doaa Mohamed Hasan; Scale assessment of learning disabilities (preparing Mohammed Abdulmomen Hassan): pupil behavior estimate measurement prepared by Michael Best and translated by Mostafa Kamel and mind maps program prepared by the researcher.

Findings: There are statistically indicative differences at the level of 0.01 between the two average mark rankings of the experimental and control groups in the post measure in the reading comprehension test for the favor of the experimental group, There are statistically indicative differences at the level of 0.01 between the two average mark rankings in the experimental measure in the pre- and post- measures of reading comprehension in favor of the post measure, There are no statistically indicative differences between the two average mark rankings of the control group in two pre- and post- measures in reading comprehension test, and There are no statistically indicative differences between the two average mark rankings of the experimental group in the post and consecutive measures in reading comprehension test.