فاعلية مقاطع اليوتيوب التعليمية التفاعلية في تنمية مهارة القراءة  لدى طالبات صعوبات التعلم

Randa Mousa  Al Momani; Mai Mohammad  Al Raqad

doi:10.35516/edu.v51i1.5112

Authors

Randa Mousa Al Momani Department of Psychology and Special Education, Princess Alia University College, Balqa Applied University, Amman, Jorden https://orcid.org/0000-0002-9724-3847
Mai Mohammad Al Raqad Department of Psychology and Special Education, Princess Alia University College, Balqa Applied University, Amman, Jorden https://orcid.org/0009-0004-9316-9282

DOI:

https://doi.org/10.35516/edu.v51i1.5112

Keywords:

Interactive educational YouTube videos, reading skill, female students with learning disabilities

Abstract

Objectives: The study aimed to reveal the effectiveness of interactive educational YouTube videos in the development of the reading skills among female students with learning disabilities.

Methods: The study relied on the quasi-experimental method. The study tools consisted of interactive educational YouTube videos and a reading skill note card, which included (8) reading skill standards. The validity and reliability of the two tools were verified. The study sample consisted of (20) students with learning disabilities in the resource room at a school in Al- Juwayriya Umm al-Mu’minin Basic School for Girls in Amman Governorate. They were distributed into an experimental group consisting of (10) female students, and a control group consisting of (10) female students. The study adopted a three-way Likert scale (excellent, moderate, poor), so that each of the eight skills on the observation card was given a score from (1-3).

Results: The results of the study showed statistically significant differences between the two experimental groups and the control on the post-reading skill observation in favour of the experimental group that was taught using interactive educational YouTube videos.

Conclusion: The study recommended that YouTube educational videos should be used to develop the reading skill for students with learning disabilities due to their proven effectiveness in teaching, and dedicating educational YouTube channels to teach reading in an interactive, fun and entertaining way for students with learning disabilities in different age levels.

Downloads

Download data is not yet available.

References

Albahlal, F. S. (2019). The impact of YouTube on improving secondary school students’ speaking skills: English language teachers’ perspectives. Journal of Applied Linguistics and Language Research, 6(2), 1-17.

Cavus, N., Sani, A. S., Haruna, Y., & Lawan, A. A. (2021). Efficacy of social networking sites for sustainable education in the era of COVID-19: a systematic review. Sustainability, 13(2), 1-8.

Despoina, K. (2022). New technologies and students with learning difficulties. Sociol Int J, 6(5), 273-278.

Farag, M., Bolton, D., & Lawrentschuk, N. (2020). Use of youtube as a resource for surgical education—clarity or confusion. European urology focus, 6(3), 445-449.

Flores-Gallegos, R., Rodríguez-Leis, P., & Fernández, T. (2022). Effects of a virtual reality-training program on visual attention and motor performance in children with reading learning disability. International Journal of Child-Computer Interaction, 32,1-16.

Fyfield, M. (2022). YouTube in the secondary classroom: how teachers use instructional videos in mainstream classrooms. Technology, Pedagogy and Education, 31(2), 185-197.

García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious games and their effect improving attention in students with learning disabilities. International journal of environmental research and public health, 16(14), 1-12.

Gokbulut, O. D., Akcamete, G., & Güneyli, A. (2020). Impact of Co-Teaching Approach in Inclusive Education Settings on the Development of Reading Skills. International Journal of Education and Practice, 8(1), 1-17.

JGS, J. G. S. (2020). Difficulty analysis of physics students in learning online during pandemic COVID-19. Jurnal Geliga Sains (JGS): Jurnal Pendidikan Fisika, 8(1), 49-55.

Meisinger, E. B., Breazeale, A. M., & Davis, L. H. (2022). Word-and text-level reading difficulties in students with dyslexia. Learning Disability Quarterly, 45(4), 294-305.

Miller, G. J., & Lewis, B. A. (2022). Reading Skills in Children With Suspected Childhood Apraxia of Speech and Children With Reading Disorders: Same or Different?. Language, Speech, and Hearing Services in Schools, 53(4), 985-1005.

Muslem, A., Sahardin, R., Heriansyah, H., Fata, I. A., Djalaluddin, Y., & Hankinson, E. (2022). YouTube teaching materials with peer support to improve students' mastery of subject content learning. Studies in English Language and Education, 9(2), 651-666.

Nelson-Royes, A. M. (2018). Tutors can improve students' reading skills. Reading Improvement, 55(1), 32-38.

Prasetyo, Y., Sir, I., & Amir, A. (2022). Face-To-Face Learning Methods Are Limited in Overcoming Students' Learning Difficulties During The Pandemic Covid-19. ETDC: Indonesian Journal of Research and Educational Review, 1(3), 286-296.

Purwanti, N. K. R., Suwastini, N. K. A., Adnyani, N. L. P. S., & Kultsum, U. (2022). YouTube videos for improving speaking skills: the benefits and challenges according to recent research in EFL context. Jurnal Pendidikan Teknologi Dan Kejuruan, 19(1), 66-75.

Qadri, M. R., & Akram, K. (2020). A study to investigate the role of Youtube in language development of toddlers. Competitive Education Research Journal, 1(1), 1-13.

Rintaningrum, R. (2019). Explaining the important contribution of reading literacy to the country’s generations: Indonesian’s perspectives. Journal of Turkish Science Education, 11(1), 3-23.

Stevens, E. A., Hall, C., & Vaughn, S. (2022). Language and reading comprehension for students with dyslexia: an introduction to the special issue. Annals of Dyslexia, 72(2), 197-203.

Susanti, D., Putra, A. S., & Aisyah, N. (2022). IMPROVING STUDENTS'SPEAKING SKILLS MOTIVATION USING YOUTUBE VIDEO AND ROLE PLAY. JOEL: Journal of Educational and Language Research, 1(9), 1303-1310.

Wahyuni, A., Utami, A. R., & Education, E. (2021). The Use of Youtube Video in Encouraging Speaking Skill. Pustakailmu. Id, 7(3), 1-9.

Yang, L., Li, C., Li, X., Zhai, M., An, Q., Zhang, Y., ... & Weng, X. (2022). Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis. Brain Sciences, 12(2), 240.