فاعلية أسلوب تحليل المهمة في تعلم القراءة والكتابة لطلبة صعوبات التعلم
Date
2023-07-26
Authors
همام تيسير أحمد خلاف
Hammam Tayseer Ahmad Khallaf
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدراسة إلى الكشف عن فاعلية أسلوب تحليل المهمة في تعلم القراءة والكتابة لطلبة صعوبات التعلم، وقد تكون مجتمع الدراسة من طلاب غرفة المصادر في مدرسة ذكور الغزالي الأساسية بمديرية تربية وتعليم جنوب الخليل وعددهم (23) طالباً، أما عينة الدراسة فاقتصرت على (4) طلاب ملتحقين بغرفة المصادر من الصفين الثاني والثالث، وتم اختيارهم بطريقة قصدية ممن وافق أولياء أمورهم على المشاركة في هذه الدراسة .
ولتحقيق هذا الهدف استخدم الباحث المنهج التجريبي تصميم المجموعة الواحدة، حيث تعرضت المجموعة لاختبار قبلي وبعدي، واقتصرت الدراسة على الأدوات الآتية: مقياس واختبار تحصيلي في القراءة، ومقياس واختبار تحصيلي في الكتابة، وتم التحقق من صدق أدوات الدراسة بعرضها على مجموعة من المحكمين، أما الثبات فتم التحقق منه من خلال إعادة الاختبار.
وقد أظهرت النتائج وجود تحسن في درجات الطلاب لصالح الاختبار البعدي في اختبار القراءة واختبار الكتابة في جميع المجالات، كما أظهرت النتائج أن مهارة قراءة الكلمات كانت اكثر المهارات تحسناً وأن مهارة قراءة الفقرة كانت أقلها تحسناً بعد تطبيق أسلوب تحليل المهمة، وأن مهارة كتابة الحروف كانت أكثر المهارات تحسناً بينما كانت مهارة كتابة الفقرة أقلها تحسناً بعد تطبيق أسلوب تحليل المهمة، وفي ضوء النتائج أوصى الباحث بعدة توصيات أهمها: تدريب معلمي غرف المصادر ومعلماتها على استخدام أسلوب تحليل المهمة في تدريس طلبة صعوبات التعلم.
This study aims to reveal the efficiency of the task analysis methodology in learning to read and write for students with learning disabilities. Twenty-three students participated in the study from the resource room at Al-Ghazali Basic School for Boys from the Directorate of Education - South Hebron. Only four students were selected as a sample for the study (from the second and third grades) They were deliberately selected from those whose parents agreed to participate in this study. To achieve the aim of the study, the researcher used the experimental method to design one group that conducted the pre and post test. The study used the following tools: reading test, writing test. The study instruments were validated after being screened by jurors, and testing was performed twice for consistency. The results showed an improvement in the scores of the students in favor of the post-test in the reading test and the writing test in all domains. The results also showed that the skill of reading words was the most improved skill, the skill of paragraph reading was the least improved skill after applying the method, and the skill of writing letters was the most improved skill. While the paragraph writing skill was the least improved skill after applying the method, and in the light of the results, the researcher recommended several recommendations, the most important of which are: Training resource room teachers to use the task analysis method in teaching Students with learning disabilities.
This study aims to reveal the efficiency of the task analysis methodology in learning to read and write for students with learning disabilities. Twenty-three students participated in the study from the resource room at Al-Ghazali Basic School for Boys from the Directorate of Education - South Hebron. Only four students were selected as a sample for the study (from the second and third grades) They were deliberately selected from those whose parents agreed to participate in this study. To achieve the aim of the study, the researcher used the experimental method to design one group that conducted the pre and post test. The study used the following tools: reading test, writing test. The study instruments were validated after being screened by jurors, and testing was performed twice for consistency. The results showed an improvement in the scores of the students in favor of the post-test in the reading test and the writing test in all domains. The results also showed that the skill of reading words was the most improved skill, the skill of paragraph reading was the least improved skill after applying the method, and the skill of writing letters was the most improved skill. While the paragraph writing skill was the least improved skill after applying the method, and in the light of the results, the researcher recommended several recommendations, the most important of which are: Training resource room teachers to use the task analysis method in teaching Students with learning disabilities.