شبكة المعلومات العربية التربوية

هدفت الدراسة للتعرف على تأثير صعوبات القراءة في مادة الفرنسية على التحصيل الدراسي السنة الثالثة إبتدائي، وقد أجريت الدراسة على تلاميذ السنة الثالثة إبتدائي - بمدينة أم البواقي. وقد تم الإعتماد على المنهج الوصفي، وباستخدام المقابلة وشبكة الملاحظة، وقد خلصت إلى أن التحصيل الدراسي لأفراد العينة لا يتأثر بنوعية الخطأ المرتكب والقراءة الجهرية في القراءة الجهرية سواء كان الحذف أو إبدال، كما لا توجد تباين في التحصيل الدراسي المتمثل في الأخطاء الشائعة في مؤشرات صعوبات القراءة عند تلاميذ السنة الثالثة إبتدائي. (الملخص المنشور)

The study aimed to identify the effect of reading difficulties in the French subject on academic achievement in the third year of primary school, and to know the effect of reading difficulties in French combined on academic achievement in the third year of primary school. It also aimed to know the effect of each dimension of reading difficulties in the French subject on academic achievement in the third year of primary school. The study was conducted on students of the third year of primary school - in the city of Umm El-Bouaghi, and the descriptive approach was relied upon, and in our study we relied on a test of reading difficulties in the French subject, and after applying the test on an exploratory sample, the psychometric characteristics (honesty and reliability) were confirmed, as the stability coefficient reached 0.69 It concluded that the academic achievement of the respondents is not affected by the quality of the error committed in the reading aloud, whether it was omission or substitution, and there is no discrepancy in the academic achievement represented by common errors in indicators of reading difficulties among third-year primary students. Learning difficulties have been identified in children who have educational differences and were apparent in their mental potential, and performance in the learning process, and it was considered an educational and cultural deprivation. Among the types of learning difficulties, we focused on academic learning difficulties, and for the complexity of this type of learning difficulty, we indicated and emphasized the difficulty of reading or reading difficulties. The indicators of reading difficulties are deletion, substitution and addition. These indicators are considered one of the most important negative factors for poor academic achievement, as the student cannot recognize the word, and from it he cannot read like reading a lesson or an exercise, and thus weakness in the material that leads to poor average and achievement, and they can fail, so these indicators have an achievement in spelling and written expression Oral and without reading it is not possible to reach the required results. (Published abstract)