الاستراتيجيات الحديثة اللازمة لمعلمي اللغة العربية لتدريس مهارات القراءة والكتابة للطلبة ذوي صعوبات التعلم بمدينة أبها

أضواء بنت علي الأحمري

doi:10.55074/hesj.vi49.1539

Authors

Adhwaa Ali Al-Ahmari Associate Professor of Special Education College of Education, King Khalid University Kingdom of Saudi Arabia

DOI:

https://doi.org/10.55074/hesj.vi49.1539

Keywords:

modern strategies, skills, reading, writing, learning difficulties

Abstract

This study aimed to identify the modern strategies necessary for Arabic language teachers to teach reading and writing skills to students with learning difficulties in the city of Abha, and to assess the extent to which these strategies are practiced by teachers, based on the variables of gender and years of experience. A questionnaire was used, consisting of two domains: the first included modern strategies, while the second encompassed the teachers' practice of these strategies. The study was applied to 127 Arabic language teachers in inclusive schools affiliated with the Ministry of Education in Abha, selected through a convenient sampling method. The study employed an inductive and deductive approach, as well as a descriptive survey method. The findings revealed that the necessary strategies for Arabic language teachers ranged from the highest strategy, which is cooperative learning, to the lowest strategy, which is assistive technologies. The results also indicated that the teachers' practice of these strategies was at a moderate level overall. Additionally, there were statistically significant differences in the practice of Arabic language teachers regarding these strategies based on the variable of gender, favoring females, and the variable of years of experience, favoring those with less than 5 years of experience. Based on the results, the study provided several recommendations and suggestions.

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