أثر إستراتيجيتي تبادل الأدوار والتباطؤ التدريجي في صعوبات الكتابة لدى تلاميذ صعوبات التعلم في الحلقة الثانية من التعليم الأساسي بسلطنة عمان
Many students suffer from difficulties in writing that reflect negatively on their academic skills. Writing is a necessary means of communication that requires careful mastery. Lack of ability to write well prevents written expression on the one hand and low academic achievement on the other....
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| Format: | Thesis |
| Language: | other |
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| Summary: | Many students suffer from difficulties in writing that reflect negatively on their
academic skills. Writing is a necessary means of communication that requires careful
mastery. Lack of ability to write well prevents written expression on the one hand and
low academic achievement on the other. Therefore, the research aims to identify the
impact of the role exchange strategy and the gradual declaration strategy in the writing
difficulty among the students of learning difficulty at the second cycle of basic
education in the sultanate of Oman. The sample consists of 90 students divided into
two experimental groups and non-experimental group. The first experimental group
studied using exchanging roles' strategy and the second one studied using the gradual
deceleration strategy. The tools used for the research are: studying application of
student's case, raven exam of sequential colored matrices, diagnosing exam of writing
difficulty and the proposed program. The research includes applying pre-exam and
post exam on the sample to find out how much the proposed program is effective in
the treatment of writing difficulty among the students of learning difficulty. The
results of the study showed the following findings: there were statistically significant
differences between the performance of the first experimental group and the
performance of the non-experimental group on the post-diagnostic test of writing
difficulties for the favor of the first experimental group. There were statistically
significant differences between the performance of the second experimental group and
the non-experimental group performance on the post-diagnostic test for writing
difficulties for the favor of the second experimental group, there were no statistical
significant difference between the performance of the first experimental group and the
performance of the second experimental group on the post-diagnostic test of writing
difficulties. The study also recommended the need for early attention to the difficulties
of writing, the need to use the strategies of role exchange and the gradual slow down
in the treatment of writing difficulties because of their effective impact on learning
and acquisition of written expression skills. |
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