فاعلية برنامج تدريبي مستند إلى النظرية السلوكية في تحسين مهارات القراءة والكتابة واللغة لدى طلبة ذوي صعوبات التعلم
DOI:
https://doi.org/10.35516/edu.v50i2%20-S1.1287الكلمات المفتاحية:
برنامج تدريبي، النظرية السلوكية، مهارات القراءة، الكتابة، اللغة، طلبة صعوبات التعلمالملخص
الأهداف: هدفت الدراسة إلى تعرف فاعلية برنامج تدريبي مستند إلى النظرية السلوكية في تحسين مهارات القراءة والكتابة واللغة لدى طلبة ذوي صعوبات التعلم في محافظة العاصمة (عمان).
المنهجية: من أجل تحقيق أهداف الدراسة تم استخدام المنهج شبه التجريبي ذو المجموعة الواحدة بقياس قبلي وبعدي، وتم إعداد ثلاث اختبارات، الأول للقراءة وتكون من (12) سؤالا. واختبار للكتابة مكون من (12) سؤالاً. واختبار للغة مكون من (24) فقرة، وتتضمن مهارتين: مهارة اللغة الاستقبالية بواقع (10) فقرات، ومهارة اللغة التعبيرية بواقع (14) فقرة .
النتائج: أظهرت النتائج: وجود أثر دال إحصائياً في القياس البعدي لفاعلية البرنامج التدريبي المستند إلى النظرية السلوكية في تحسين مهارات القراءة والكتابة واللغة لدى طلبة ذوي صعوبات التعلم في محافظة العاصمة (عمان).
الخلاصة: تشجيع وزارة التربيـة والتعليم والقائمين عليها للمعلمين على تفعيل البرامج التدريبية المستندة للنظرية السلوكية لما لها من أثر في تحسين المهارات القرائية والكتابية واللغوية.
التنزيلات
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التنزيلات
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كيفية الاقتباس
إصدار
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