Mental Motivation and its Relationship to Cognitive Representation Competence and Reading Comprehension of Normal, Gifted and Learning disabled primary Stage pupils

This paper investigated statistically significant differences in mental motivation, Cognitive Representation Competence, and Reading Comprehension among Normal, Gifted and Learning disabled pupils in primary stage .A well, explored the relationships among pupils in mental Motivation, Cognitive Representation Competence, and Reading Comprehension. In addition, investigated statistically significant differences between male and female pupils in the three variables .The research sample consisted of 210 pupils in grade 5 from some primary schools in Kafr ElSheikh city, divided to 110 normal, 45 gifted, and 55 with learning disabilities during the 2017/2018 academic year. The used Measurements included tools to diagnose the research sample: Raven’s Colored Progressive matrices (CPM), modified and Rationed By Emad Ahmed Ali Hassan(2016), Gifted Estimating Behavioral Characteristics inventory by Mahmoud Mansy (2002), Abraham creative thinking test, Arabized by Magdi Habib (2001), The Pupil Rating Scale Screening for Learning Disabilities by Myklebust, Arabized by Moustafa Kamel (1990), Quick Neurological Screening Test (Q,N,S,T) by Mutt, et al., and Arabized by Abd El Wahab Kamel (1989), Diagnostic estimation scale for learning disabilities in Reading, prepared by Fathy El-Zayat(2015). Tools to measure the research variables: mental motivation, Cognitive Representation Competence and Reading Comprehension scales prepared by the current researcher for this population. By using the appropriate statistical methods to analyze the data, statistically significant differences in mental motivation, Cognitive Representation Competence, and Reading Comprehension among Normal, Gifted and Learning disables pupils in primary stage were found. As well as, statistically significant relationships among students in mental motivation, Cognitive Representation Competence and Reading Comprehension, were found. In addition, the results reported no statistically significant differences between male and female pupils in all three variables. Implications for giftedness and learning disabilities teaching and learning in primary Education were discussed.