Hani SHETA, Farid JDAITAWI, A. Essa YOSSRY

İmla ve Yazma Becerilerini Geliştirmeye Yönelik Bir Müdahale Programının Öğrenme Güçlüğü Olan Suudi İlkokul Öğrencilerinin Becerilerine Etkisi

Öğrenme güçlükleri (ÖG) konuşma, okuma, imla ve yazma gibi temel dil becerilerini öğrenmede güçlükleri içerir.ÖG olan öğrenciler, geleneksel yöntemlere oranla daha uygun destek ve müdahale ile daha başarılı olabilirler.Suudi Arabistan’da Eğitim Bakanlığı, ülke çapında ÖG olan öğrencilerin öğrenmesini kolaylaştırmak için ÖG’yi1996 yılında eğitim sistemine dahil etmiştir. Bu çalışmanın amacı, geliştirilen bir müdahale programının, birinci,ikinci ve üçüncü sınıflarda öğrenim gören ÖG Suudi ilköğretim öğrencilerinin Arapça imla ve yazmadaki temelbecerileri üzerindeki etkisini incelemektir. Araştırmanın örneklemini Rafha Eyaletindeki 4 ilköğretim okulundan6-8 yaşları arasında ÖG olan 38 erkek öğrenci oluşturmuştur. Çalışma, deney ve kontrol gruplarını içeren yarıdeneysel araştırma deseniyle gerçekleştirilmiştir. Deney grubunun son test sonuçları, müdahalenin hem imla hemde yazma becerileri üzerinde anlamlı ve olumlu bir etkisi olduğunu ortaya koymuştur. Bu nedenle öğrencilerinuygun müdahale ile başarılarının artırılabileceği düşünülmektedir. İleride yapılacak araştırmalarda imla ve yazmaperformanslarının bağımsız olarak incelenmesi önerilebilir

Impact of Intervention Program on Enhancing Spelling and Writing Skills among Saudi Primary School Pupils with Learning Disabilities

Learning disabilities (LD) include difficulties in learning the basic language skills including speaking, reading,spelling and writing. Moreover, the pupils at schools can achieve better through proper support and interventionthan conventional methods. In the Saudi context, the Ministry of Education (MoE) incorporated LD in itseducational system in 1996 to facilitate the learning of pupils with LD nationwide. This study is an attempt toexplore the impact of the intervention program on enhancing the basic skills in spelling and writing of the Arabiclanguage among Saudi primary school pupils with LD studying between first and third grades. The study samplecomprised of 38 male pupils with LD, aged between 6-8 years, and were selected from four primary schools inRafha Province. The study adopted the quasi-experimental research design including control and experimentalgroups. The results of the study revealed that there was a significant and positive impact of the program onenhancing the performance of the participants in both spelling and writing skills. It is thought that pupils canachieve better through appropriate intervention. Future studies on examining the performances of spelling andwriting independently are recommended.

Keywords:

learning disabilities, writing, spelling intervention program, primary school, Saudi Arabia,

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