An Electronic training program to treat errors of reading aloud in the English language among students with learning difficulties during the emerging Covid-19

Abstract

This study aims at identifying, analysing, and classifying the mistakes that students make in grades (second, third, and fourth) in the elementary stage in Aseer in reading aloud and developing a proposed program to treat these errors. The study used the experimental approach. The study sample consisted of (72) male and female students from the study population, representing the three grade levels. 24 students (12 males and 12 females) were taken from each grade, and the study sample was taken from seven schools. The results of the study showed that there are no statistically significant differences in students ’reading errors due to the gender variable. The prevalence of reading errors in students’ readings is not related to males or females or vice versa. Despite the difference between the reader's gender and the teacher’s gender, the differences came free of any clear statistical significance. The study revealed statistically significant differences in students’ mastery of some reading skills due to the gender variable. The skills that showed differences are observing punctuation, meaning skills, and reading speed. Females were better than males in these skills, and there were no statistically significant differences in the remaining reading skills between the genders. The study recommended preparing training courses to familiarize male and female teachers with the latest findings of studies related to reading to employ them in educational situations and providing teachers with methods to diagnose students' weakness in reading.

Academic achievement and self-regulated learning from parent’s perspective of student with learning difficulties

“…These results coincide with research established lack of strategic preparedness to distance learning [4] and lack of their self-dependency in learning concerning objectives defining, problem-solving, problem determination, and responsibility for their learning [11]- [13] and mentioning the moderate level of the selfregulated learning strategies they are possessed as in the study, which is inadequate to fully exploited the distance learning benefits [11]- [13]. Thus, self-regulated learning is a prerequisite to increase the likelihood of the great exploitation in distance learning and profoundly immersed in the learning experiences [4].…”

“…Taking into consideration that through distance learning, students presenting learning difficulties seeking help and assistance from their parents who do not acquire adequate knowledge of content or pedagogy to teach their disabled children materials despite the higher consumption time in the teaching process, and the high level of pressures they exposed due to additional burden of learning in such settings [10]. These results coincide with research established lack of strategic preparedness to distance learning [4] and lack of their self-dependency in learning concerning objectives defining, problem-solving, problem determination, and responsibility for their learning [11]- [13] and mentioning the moderate level of the selfregulated learning strategies they are possessed as in the study, which is inadequate to fully exploited the distance learning benefits [11]- [13]. Thus, self-regulated learning is a prerequisite to increase the likelihood of the great exploitation in distance learning and profoundly immersed in the learning experiences [4].…”

“…Putri et al [4] stated that students to gain the benefit of distance learning have possessed rigorous writing and reading skills, taking this into considerations, the majority of students with learning difficulties are struggling with reading and writing, which implicated they cannot considerably gain in such learning settings. Previous researches further explained that students presenting learning difficulties struggle with independent learning environment because most of them cannot select the appropriate strategy to perform a task rather than performing the strategy on their own to achieve academic task requisites, which hinder and negatively affect their performance [27], [33].…”

“…The study also revealed a moderate acquisition level of self-regulation presenting by students of this population. However, this is expected due to the lack of preparedness of students for such settings [4], [8]. Surprisingly, students in elementary stages acquired a higher level of self-regulated learning than their peers in higher grade ages.…”

“…In Jordan, the learning was streamed over television streaming channels to cope with the continued emergence of the health pandemic. Until now, there is no clear picture of how this shift affect students' achievement, dropout rate, or absenteeism rate giving that there is a huge gap in technology using abilities and access all over the country [3] and lack of strategic preparedness to distance learning [4]. A recent study reported the parents of students needing special education established that their children experience difficulties and higher challenges in online learning compared to their typically developing fellows [5].…”