الدلالات التمييزية للاستدلال اللفظي و الذاكرة العاملة اللفظية في اكتشاف التلاميذ المتفوقين ذوي عسر القراءة

Abstract EN

present study aimed to investigate the differences between gifted The pupils with dyslexia, gifted pupils and pupils with dyslexia in both verbal reasoning and verbal working memory with their sub dimensions, as well as to reveal the discriminatory indications of gifted pupils with learning difficulties on the verbal reasoning and verbal working memory scales .

It also aimed to identify the difference in the profile of gifted pupils with dyslexia, pupils with dyslexia and gifted pupils in both verbal inference and verbal working memory.The study sample consisted of (10) students with Reading disabilities, (10) Gifted students with reading disabilities , (10) Gifted students , aged (8-10) years old.

The results of the study revealed that there are statistically significant differences between the mean scores of pupils with dyslexia, gifted pupils with dyslexia and gifted pupils with a verbal reasoning test and sub-dimensions which are (reversible, sentence completion, sentence arrangement, synonyms, verbal symmetry, verbal classification, Logical selection, matrix, conclusion, and the total score for the verbal reasoning test at the significance level (0.01), while the results showed that there were no statistically significant differences between the mean scores of students in the three study groups in the conclusion test, and the results also reached There are statistically significant differences between the mean scores of pupils with dyslexia and gifted pupils with dyslexia and gifted pupils on verbal component tests of working memory which are (summoning interrelated words, recognizing interconnected words, summoning verbally similar words, identifying verbally similar words, recognizing Verbally inconsistent words, identification of numbers, and the total score of the verbal component of working memory) at the significance level (0.05), while the results showed that there were no statistically significant differences between the mean scores of students in the previous study groups It was mentioned in the following sub-tests of the verbal component of the working memory (summoning verbally unrelated words, summoning numbers), and the study also concluded that performance on the verbal reasoning scale and its sub-tests foreshadow the existence of two discriminatory and reliable functions in separating the three study groups (students with dyslexia) Gifted students with dyslexia and gifted students), as well as performance on the verbal working memory scale and its sub-tests foreshadow two discriminatory and reliable functions in separating the three study groups (students with dyslexia).

Reading and gifted pupils with dyslexia and gifted pupils.

Profiles for each of the three groups were obtained on verbal reasoning test and verbal component of working memory.

The study findings revealed developping the cultural identity of children with learning disabilities after useing digital storytelling, the study findings also preparation of (16) Digital storytelling of developed by children with learning disabilities