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Document Type |
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Thesis |
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Document Title |
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The Reality of Learning Disabilities Teachers’ Practice of Phonological and Morphological Awareness Skills with Students with Spelling Disabilities in Elementary Grades واقع ممارسة معلمي صعوبات التعلم لمهارات الوعي الصوتي والصرفي مع الطلبة ذوي صعوبات تعلم الإملاء بالمرحلة الابتدائية |
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Subject |
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Faculty of Human Sciences and Designs |
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Document Language |
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Arabic |
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Abstract |
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The current study aimed to detect the reality of learning disabilities teachers’ practice of phonological and morphological awareness skills with students with spelling disabilities in elementary grades, also to identify the learning disabilities teachers’ practice of low and high phonological awareness skills, in addition, their practice of morphological awareness skills in the derivational and inflectional morphemes and detect statistically significant differences at the practice’s degree according to the qualification level, years of experience and training courses variables. The study was conducted on a random sample that included (174) male and female learning disabilities teachers in elementary grades in the Western region. A questionnaire was designed as a tool to measure the reality of teachers' practice according to a 5-point Likert scale, by using the descriptive approach by survey method. The results concluded that the reality of practicing the phonological and morphological awareness skills with students with spelling disabilities, in general, was an average degree. The indicated detailed results that the practice of low and high phonological awareness skills was a high degree, with statistically significant differences in the degree practice of low phonological awareness skills which was within (high and very high) degree, and the high phonological awareness skills which was at an (average) degree for the low phonological awareness skills. In addition, the practice of morphological awareness skills of both derivational and inflectional morphemes was at an average degree. The results also indicated that there were no statistically significant differences in the practice’s degree of phonological and morphological awareness skills and the overall degree of the questionnaire due to the variable of qualification level, training courses, and years of experience, except for the field of the practice of phonological awareness skills in a variable: years of experience, the results showed that there are statically significant differences for the teachers who have teaching experience (6-10) years. The study recommended the importance of adding the phonological and morphological awareness skills within the spoken language as teaching goals in the individual educational plans that should be practiced and evaluated these goals for students with spelling disabilities in elementary grades.
Key word: Spelling, Students with spelling disabilities, Learning disabilities teachers, Phonological awareness, Morphological awareness. |
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Supervisor |
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Dr. Nadia Jameel Abdullah Taibah |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1444 AH
2022 AD |
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Added Date |
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Tuesday, February 21, 2023 |
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Researchers
| أصالة راشد الزهراني | Alzahrani, Asalah Rashid | Researcher | Master | |
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