Learning styles preferences associated with brain lobes within the framework of the Mental Fitness Model (Memletics) among various groups of pupils withspecific learning disabilities

Document Type : Original Article

Authors

1 Assistant Professor of Psychology College of Education - King Khalid University Saudi Arabia

2 Assistant Professor of Learning Disabilities College of Education - Jazan University "Previously" Vice Chairman of the Board of Directors The Egyptian for Learning Disabilities, Kingdom of Saudi Arabia

Abstract

The study aimed to identify the preferred learning style of pupils with specific learning disabilities in the primary stage, in addition to identifying the differences between these pupils in learning styles (Memletics) according to the categories of specific learning disabilities. The basic study sample consisted of (59) male and female pupils in the sixth grade of primary school in some elementary schools affiliated to the Al-Tal Al-Kaber Educational Administration in Ismailia Governorate, Arab Republic of Egypt. Of them (17) male and female pupils with attention disabilities, (19) male and female pupils with reading disabilities, and (23) male and female pupils with social and emotional learning disabilities, their average age was (11.88) years with a standard deviation (0.46). With the application of the study tools, the results indicated that the (auditory) method is preferred for people with attention disabilities, the (logical) method is preferred for those with reading disabilities, and the (social) method is preferred for those with social and emotional learning disabilities. In addition, there were no statistically significant differences between the study sample pupils in the learning styles associated with brain lobes (Memletics) due to the specific categories of learning disabilities.

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المجلة التربوية لکلية التربية بسوهاج
Volume 89, Issue 89 - Serial Number 89
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
September 2021
Pages 695-729

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History

  • Receive Date: 16 May 2021
  • Revise Date: 30 May 2021
  • Accept Date: 06 June 2021

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