The Relationship between Mindfulness, Reading Anxiety, Word Recognition, and Word Recognition Fluency for Pupils with Word Recognition Disabilities in the Primary Stage
The study aimed to identify the level of mindfulness and reading anxiety, and to identify the nature of the correlations between mindfulness, reading anxiety, word recognition, and word recognition fluency for pupils with word recognition disabilities in the second, third, and fourth grades of the directorate of education in Asir. The sample of the study consisted of (68) male pupils (M= 8.60 years, SD= 0.83). The study used the mindfulness scale (the researcher's preparation), the reading anxiety scale (the researcher's preparation), and word recognition tests. results of the study indicated a low level of mindfulness and a high level of reading anxiety, the results also indicated that: mindfulness was positively and statistically significant correlated with word recognition and word recognition fluency; word recognition and word recognition fluency were negatively and statistically significant correlated with reading anxiety; There was a statistically significant negative correlation between mindfulness and reading anxiety among pupils with word recognition disabilities.
hussein, R. (2021). The Relationship between Mindfulness, Reading Anxiety, Word Recognition, and Word Recognition Fluency for Pupils with Word Recognition Disabilities in the Primary Stage. المجلة التربوية لکلية التربية بسوهاج, 88(88), 333-383. doi: 10.21608/edusohag.2021.180005
MLA
REFAI hussein. "The Relationship between Mindfulness, Reading Anxiety, Word Recognition, and Word Recognition Fluency for Pupils with Word Recognition Disabilities in the Primary Stage", المجلة التربوية لکلية التربية بسوهاج, 88, 88, 2021, 333-383. doi: 10.21608/edusohag.2021.180005
HARVARD
hussein, R. (2021). 'The Relationship between Mindfulness, Reading Anxiety, Word Recognition, and Word Recognition Fluency for Pupils with Word Recognition Disabilities in the Primary Stage', المجلة التربوية لکلية التربية بسوهاج, 88(88), pp. 333-383. doi: 10.21608/edusohag.2021.180005
VANCOUVER
hussein, R. The Relationship between Mindfulness, Reading Anxiety, Word Recognition, and Word Recognition Fluency for Pupils with Word Recognition Disabilities in the Primary Stage. المجلة التربوية لکلية التربية بسوهاج, 2021; 88(88): 333-383. doi: 10.21608/edusohag.2021.180005
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