Impact of Intervention Program on Enhancing Spelling and Writing Skills among Saudi Primary School Pupils with Learning Disabilities
Öz
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 intervention
than conventional methods. In the Saudi context, the Ministry of Education (MoE) incorporated LD in its
educational system in 1996 to facilitate the learning of pupils with LD nationwide. This study is an attempt to
explore the impact of the intervention program on enhancing the basic skills in spelling and writing of the Arabic
language among Saudi primary school pupils with LD studying between first and third grades. The study sample
comprised of 38 male pupils with LD, aged between 6-8 years, and were selected from four primary schools in
Rafha Province. The study adopted the quasi-experimental research design including control and experimental
groups. The results of the study revealed that there was a significant and positive impact of the program on
enhancing the performance of the participants in both spelling and writing skills. It is thought that pupils can
achieve better through appropriate intervention. Future studies on examining the performances of spelling and
writing independently are recommended.
Anahtar Kelimeler
learning disabilities writing spelling intervention program primary school Saudi Arabia
Kaynakça
- 1- Al-Hiary, G., Almakanin. H., & Tabbal, S. (2015). Problems faced by preservice special education teachers in Jordan. International Education Studies, 8(2), 128-141. http://dx.doi.org/10.5539/ies.v8n2p128.2- Al-Zoubi, S. (2007). The effect of a training program in improving instructional competencies for resource room teachers in Jordan. Unpublished Doctoral Dissertation, University of Science Malaysia, Malaysia3- Al-Zoubi, S. (2016). Mainstreaming in Kingdom of Saudi Arabia: Obstacles Facing Learning Disabilities Resource Room. Journal of Studies in Education, 6, (1), 37-55.4- Azzam, R. (1993). The nature of Arabic reading and spelling errors of young children. Reading and writing: An Interdisciplinary Journal, 5, 355-3855- Berninger, V. W., & May, M. O. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilities, 44, (2), 167-183.6- Candace C. and Sheldon H. (2014) The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities.7- Cihak, D., & Castle, K. (2011). Improving expository writing skills with explicit and strategy instructional methods in inclusive middle school classrooms. International Journal of Special Education, 26(3), 106-113.8- Eviatar, Z. & Ibrahim, R. (2014). Why is it Hard to Read Arabic? In E. Saiegh-Haddad, R. M. Joshi (eds.), Handbook of Arabic Literacy: Insights & Perspectives (Vol. 9 pp. 77–96). Springer.9- Felimban, H. S. (2013). Elementary Students' Beliefs About the Causes of Learning Difficulties: A Comparison Between Canada and Saudi Arabia (Master Thesis). Retrieved from:http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=3253&context=etd10- Ferguson, C. (1959). Diglossia. Word, 15, 325–340.11- Fletcher, J. M., Morris, R. D., & Lyon, R. G. (2003). Classification and definition of learning disabilities: an integrative perspective. In H. L. Swanson, K. R. Harries & S. Graham (Eds), Handbook of learning disabilities (pp. 30-60). New York: The Guilford Press.12- Friedmann, N. & Haddad-Hanna, M. (2014) Types of Developmental Dyslexia in Arabic. In E. Saiegh-Haddad, R. M. Joshi (eds.), Handbookof Arabic Literacy: Insights & Perspectives (Vol. 9 pp. 119 –151). Springer.13- Graham, S., Harris, K., & Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities Research & Practice, 16(2), 74-84.14- Haddad, E. S. &Roitfarb, R. H. (2014). The Structure of Arabic Language and Orthography. In E. Saiegh-Haddad, R. M. Joshi (eds.), Handbook of Arabic Literacy: Insights & Perspectives (Vol. 9 pp. 03–28). Springer.15- Hudson, A. (2002). Outline of a theory of diglossia. International Journal of the Sociology of Language, 157, 1–49.16- Hussain, O. A. (2009). Evaluation of preparation program for teachers specializing in learning disabilities in Saudi Arabia (Doctoral dissertation). Retrieved from http://repository.unm.edu/handle/1928/1032517- Hutchinson, N. (2007). Inclusion of exceptional learners in Canadian schools: A practical handbook for teachers. Toronto: Pearson.18- Kemper, M. J., Verhoeven, L., & Bosman, A. M. T. (2012). Implicit and explicit instruction of spelling rules. Learning and Individual Differences, 22, 639-649.19- Lerner, J. (2003). Learning disabilities: Diagnosis and teaching strategies. Boston: Houghton Mifflin.20- Ministry of Education. (2011). Resource room program. Department of Special Education, Riyadh, Kingdom of Saudi Arabia.21- Mohamed, W., Elbert, T., & Landerl, K. (2010). The development of reading and spelling abilities in the first three years of learning Arabic. Reading and Writing: An Interdisciplinary Journal, 1–18. doi:10.1007/s11145-010-9249-8.22- Mohamed, W., Landerl. K. & Elbert, T. (2014) An Epidemiological Survey of Specific Reading and Spelling Disabilities in Arabic Speaking Children in Egypt. In E. Saiegh-Haddad, R. M. Joshi (eds.), Handbook of Arabic Literacy: Insights & Perspectives (Vol. 9 pp. 99 –117). Springer.23- New South Wales. Dept. of Education and Training. Disability Programs Directorate: Learning Assistance Program (2007). Writing and spelling strategies : assisting students who have additional learning support needs. Learning Assistance Programs. Disability Programs Directorate, Darlinghurst, NSW.24- Notarnicola A., Angelelli P., Judica A., Zoccolotti P. (2012). The development of spelling skills in a shallow orthography: the case of the Italian language. Read. Writ. 25, 1171–1194 10.1007/s11145-011-9312-0 25- Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writingperformance of struggling writers. Exceptionality, 12(1), 3-17.26- Shaywitz, S., &Shaywitz, B. (2001). The neurobiology of reading and dyslexia. Focus on Basics: Connecting Research and Practice, 5A. http://ncsall.gse.harvard.edu/fob. Accessed 22 June 2011.27- Sheaha, M. A. (2004). Factors related to job dissatisfaction among special education teachers in Saudi Arabia. Unpublished doctoral dissertation, university of Northern Colorado.28- Smith, D. (2004). Introduction to special education: Teaching in an age of opportunity. Boston: Pearson Education.29- Taha, H. Y. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Theory and Practice in Language Studies, 3(5), 721–727.30- Theeb, R., Muhaidat, M., & Al-Zboon, E. (2014). Professional competencies among pre-service teachers in special education from their perspectives. Education, 135(1), 133-143.31- Walker, B., Shippen, M.E., Alberto, P. A., Houchins, D. E., &Cihak, D. F. (2005). Using the expressive writing program to improve the writing skills of high school students with learning disabilities. Learning Disabilities Research & Practice, 1(20), 175-183.32- Youssefi, H. (2014). Enrichment of learning disabilities resources room according to multiple intelligence theory. Journal of Social Studies, 7(5), 143-164.
İmla ve Yazma Becerilerini Geliştirmeye Yönelik Bir Müdahale Programının Öğrenme Güçlüğü Olan Suudi İlkokul Öğrencilerinin Becerilerine Etkisi
Öz
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’yi
1996 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 temel
becerileri üzerindeki etkisini incelemektir. Araştırmanın örneklemini Rafha Eyaletindeki 4 ilköğretim okulundan
6-8 yaşları arasında ÖG olan 38 erkek öğrenci oluşturmuştur. Çalışma, deney ve kontrol gruplarını içeren yarı
deneysel araştırma deseniyle gerçekleştirilmiştir. Deney grubunun son test sonuçları, müdahalenin hem imla hem
de yazma becerileri üzerinde anlamlı ve olumlu bir etkisi olduğunu ortaya koymuştur. Bu nedenle öğrencilerin
uygun müdahale ile başarılarının artırılabileceği düşünülmektedir. İleride yapılacak araştırmalarda imla ve yazma
performanslarının bağımsız olarak incelenmesi önerilebilir
Anahtar Kelimeler
öğrenme güçlüğü ilkokul Suudi Arabistan yazma imla müdahale programı
Kaynakça
- 1- Al-Hiary, G., Almakanin. H., & Tabbal, S. (2015). Problems faced by preservice special education teachers in Jordan. International Education Studies, 8(2), 128-141. http://dx.doi.org/10.5539/ies.v8n2p128.2- Al-Zoubi, S. (2007). The effect of a training program in improving instructional competencies for resource room teachers in Jordan. Unpublished Doctoral Dissertation, University of Science Malaysia, Malaysia3- Al-Zoubi, S. (2016). Mainstreaming in Kingdom of Saudi Arabia: Obstacles Facing Learning Disabilities Resource Room. Journal of Studies in Education, 6, (1), 37-55.4- Azzam, R. (1993). The nature of Arabic reading and spelling errors of young children. Reading and writing: An Interdisciplinary Journal, 5, 355-3855- Berninger, V. W., & May, M. O. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and/or oral language. Journal of Learning Disabilities, 44, (2), 167-183.6- Candace C. and Sheldon H. (2014) The State of Learning Disabilities: Facts, Trends and Emerging Issues. New York: National Center for Learning Disabilities.7- Cihak, D., & Castle, K. (2011). Improving expository writing skills with explicit and strategy instructional methods in inclusive middle school classrooms. International Journal of Special Education, 26(3), 106-113.8- Eviatar, Z. & Ibrahim, R. (2014). Why is it Hard to Read Arabic? In E. Saiegh-Haddad, R. M. Joshi (eds.), Handbook of Arabic Literacy: Insights & Perspectives (Vol. 9 pp. 77–96). Springer.9- Felimban, H. S. (2013). Elementary Students' Beliefs About the Causes of Learning Difficulties: A Comparison Between Canada and Saudi Arabia (Master Thesis). Retrieved from:http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=3253&context=etd10- Ferguson, C. (1959). Diglossia. Word, 15, 325–340.11- Fletcher, J. M., Morris, R. D., & Lyon, R. G. (2003). Classification and definition of learning disabilities: an integrative perspective. In H. L. Swanson, K. R. Harries & S. Graham (Eds), Handbook of learning disabilities (pp. 30-60). New York: The Guilford Press.12- Friedmann, N. & Haddad-Hanna, M. (2014) Types of Developmental Dyslexia in Arabic. In E. Saiegh-Haddad, R. M. Joshi (eds.), Handbookof Arabic Literacy: Insights & Perspectives (Vol. 9 pp. 119 –151). Springer.13- Graham, S., Harris, K., & Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities Research & Practice, 16(2), 74-84.14- Haddad, E. S. &Roitfarb, R. H. (2014). The Structure of Arabic Language and Orthography. In E. Saiegh-Haddad, R. M. Joshi (eds.), Handbook of Arabic Literacy: Insights & Perspectives (Vol. 9 pp. 03–28). Springer.15- Hudson, A. (2002). Outline of a theory of diglossia. International Journal of the Sociology of Language, 157, 1–49.16- Hussain, O. A. (2009). Evaluation of preparation program for teachers specializing in learning disabilities in Saudi Arabia (Doctoral dissertation). Retrieved from http://repository.unm.edu/handle/1928/1032517- Hutchinson, N. (2007). Inclusion of exceptional learners in Canadian schools: A practical handbook for teachers. Toronto: Pearson.18- Kemper, M. J., Verhoeven, L., & Bosman, A. M. T. (2012). Implicit and explicit instruction of spelling rules. Learning and Individual Differences, 22, 639-649.19- Lerner, J. (2003). Learning disabilities: Diagnosis and teaching strategies. Boston: Houghton Mifflin.20- Ministry of Education. (2011). Resource room program. Department of Special Education, Riyadh, Kingdom of Saudi Arabia.21- Mohamed, W., Elbert, T., & Landerl, K. (2010). The development of reading and spelling abilities in the first three years of learning Arabic. Reading and Writing: An Interdisciplinary Journal, 1–18. doi:10.1007/s11145-010-9249-8.22- Mohamed, W., Landerl. K. & Elbert, T. (2014) An Epidemiological Survey of Specific Reading and Spelling Disabilities in Arabic Speaking Children in Egypt. In E. Saiegh-Haddad, R. M. Joshi (eds.), Handbook of Arabic Literacy: Insights & Perspectives (Vol. 9 pp. 99 –117). Springer.23- New South Wales. Dept. of Education and Training. Disability Programs Directorate: Learning Assistance Program (2007). Writing and spelling strategies : assisting students who have additional learning support needs. Learning Assistance Programs. Disability Programs Directorate, Darlinghurst, NSW.24- Notarnicola A., Angelelli P., Judica A., Zoccolotti P. (2012). The development of spelling skills in a shallow orthography: the case of the Italian language. Read. Writ. 25, 1171–1194 10.1007/s11145-011-9312-0 25- Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writingperformance of struggling writers. Exceptionality, 12(1), 3-17.26- Shaywitz, S., &Shaywitz, B. (2001). The neurobiology of reading and dyslexia. Focus on Basics: Connecting Research and Practice, 5A. http://ncsall.gse.harvard.edu/fob. Accessed 22 June 2011.27- Sheaha, M. A. (2004). Factors related to job dissatisfaction among special education teachers in Saudi Arabia. Unpublished doctoral dissertation, university of Northern Colorado.28- Smith, D. (2004). Introduction to special education: Teaching in an age of opportunity. Boston: Pearson Education.29- Taha, H. Y. (2013). Reading and spelling in Arabic: Linguistic and orthographic complexity. Theory and Practice in Language Studies, 3(5), 721–727.30- Theeb, R., Muhaidat, M., & Al-Zboon, E. (2014). Professional competencies among pre-service teachers in special education from their perspectives. Education, 135(1), 133-143.31- Walker, B., Shippen, M.E., Alberto, P. A., Houchins, D. E., &Cihak, D. F. (2005). Using the expressive writing program to improve the writing skills of high school students with learning disabilities. Learning Disabilities Research & Practice, 1(20), 175-183.32- Youssefi, H. (2014). Enrichment of learning disabilities resources room according to multiple intelligence theory. Journal of Social Studies, 7(5), 143-164.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Aralık 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 21 Sayı: 4 |
Kaynak Göster
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