فعالية برنامج تدريبي قائم على الاستراتيجيات المعرفية في تنمية مستوى التمثيل المعرفي للمعلومات لدى التلاميذ ذوي صعوبات التعلم في الفهم القرائي
The aim of the present study was to design a training program based on cognitive strategies in developing level of cognitive representation of information among basic fourth grade students with learning disabilities in reading comprehension. The study also aimed at identifying the effectiveness of the training program (the present study objective) by comparing the means of the experimental group ranks with the means of the control group ranks before and directly after applying the program, as well as checking the continuity of its effect a month after finishing the application in the domains of (cognitive representation and its components– reading comprehension and its components). To achieve this goal, the present study used the following tools: 1) Raven Successive Matrixes Intelligence Test: which is standardized and normalized in the Syrian environment by the researcher (Rahma 2004). 2) Children Reading Comprehension Test (Ajaj 1998) Form (A): after checking its validity and reliability in Damascus City environment. 3) Level of Cognitive Representation of Information Questionnaire (prepared by the researcher): after checking its validity and reliability in Damascus City environment. 4) The training program based on cognitive strategies in developing level of cognitive representation of information among students with learning disabilities in reading comprehension (prepared by the researcher). The present study was applied to a sample of 16 students of the age group (9 to 9.11 years) which corresponds to the basic fourth grade, equally distributed to (8 for the experimental group, 8 for the control group), and they suffer from different levels of reading comprehension disabilities. The individual in both groups were diagnosed according to the basics and criteria mentioned in the (DSM-IV-TR 2000), and they were chosen from two schools of basic education in Damascus City Province. The statistical processing showed the (pre-, immediate post-, follow-up post-) findings of comparisons of both the experimental and control groups of students with learning disabilities in reading comprehension. This showed improvement and stability in the experimental group performance by comparing its individuals’ performance with the performance of the control group individuals in the level of cognitive representation of information skills for each subdimension (maintenance, meaning, connection and derivation, synthesis, cognitive representation multiform, cognitive mental flexibility), and for the whole score. In addition, the findings showed improvement and stability in the experimental group performance by comparing its individuals’ performance with the performance of the control group individuals in reading comprehension skills for each sub-dimension (perceiving the word meaning, perceiving the sentence meaning, perceiving the paragraph meaning, perceiving the text meaning, perceiving linguistic relationships, perceiving linguistic attachments), and for the whole score. The findings of the present study were explained in light of the field reality which encompassed all the circumstances the stages of designing and applying the training program. Also, the findings of the present study were compared in light of theoretical literature and previous studies that are similar in some of their aspects to the present study. Moreover, the study reached a set of recommendations from the essence of the field study findings. Also, a set of practical (descriptive and quasi-experimental) researches were suggested that might enrich through their expected results the findings of the present study. (Author’s abstract)