نوع المستند : المقالة الأصلية
المؤلف
أستاذ علم النفس التعليمي المساعد کلية التربية والعلوم للبنات بالخرمة جامعة الطائف المملکة العربية السعودية
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
Students with learning disabilities have several educational problems due to non-strategic approaches in their learning which lead to high error rates , thus, training students with reading comprehension Disabilities in educational strategies increase their academic self-concept and acquire them meta-comprehension skills which they lack . Results of many Studies assert that students-with reading comprehension Disabilities have low level of meta-comprehension skills and academic self-concept and that these skills can be improved. However, there is a scarcity – to the researcher knowledge- in foreign and Arabic studies conducted to examine the effect of training in two generative learning strategies on meta-comprehension skills and academic self-concept of second year preparatory school students-with reading comprehension Disabilities. This is why the researcher finds that there is an urgent need to conduct the present study.
The problem of the present study can be summarized in the following main question:
" What is the effect of training in two generative learning strategies on meta-comprehension skills and academic self-concept of second year preparatory school students-with reading comprehension Disabilities?"
Tools of the study include: Cattell intelligence test , A scale of meta-comprehension skills, A test of reading comprehension, A scale of academic self-concept .
The sample consists of thirty second year preparatory school students-with reading comprehension Disabilities.
Results of the study revealed that there are statistically significant differences between means of the gain scores obtained by the two groups in meta-comprehension skills and academic self-concept ( favoring the group of summary strategy .
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