برنامج قائم على نظرية العبء المعرفي لعلاج صعوبات فهم المقروء وخفض قلق القراءة لدى التلاميذ ذوي صعوبات التعلم بالحلقة الأولى من التعليم الأساسي
Currently, people with special needs are given great attention at all levels, including the category of people with learning difficulties. Hence, the current research seeks to build a program in the light of cognitive load theory to treat reading comprehension difficulties and reduce one of the emotional factors associated with reading which is reading anxiety among students with learning difficulties in the fourth grade. To achieve this goal, the research proceeded with a set of procedures. Perhaps the most important one of which is obtaining a list of reading comprehension difficulties, which includes 20 difficulties. Additionally, this list is distributed at four levels that represent the difficulties of understanding at the level of word, sentence, paragraph, and text. The dimensions of reading anxiety, which students should be helped to overcome, have also been determined. After that, the proposed program was built through (stating its objectives, selecting the content of sessions, preparing a booklet of activities and exercises, identifying teaching procedures in the light of strategies of the cognitive load, defining educational media, determining evaluation methods and the teacher's guide). The required measurement instruments were also identified, including (Reading Comprehension Difficulties Test & Reading Anxiety Scale). The research adopted the experimental design based on the two groups. Therefore, a group of students with learning difficulties was selected in the light of the appropriate instruments (Raven’s Successive Matrices Test for Intelligence - Rapid Neurological Survey Test to Identify People with Learning difficulties). The research group, consisting of thirty students with learning difficulties, were divided into two groups. One of them is the experimental group and the other is the controlled group. After teaching the program and comparing the averages of the two groups ' scores in the post - application, as well as comparing the scores of the experimental group in the pre- and post - applications to test reading comprehension difficulties and the reading anxiety scale and calculating the effect, it has been shown that the program based on cognitive load theory has as a great impact on treating reading comprehension difficulties and reducing reading anxiety among students with learning difficulties . It was also demonstrated that there is a negative relationship between reading comprehension and reading anxiety. (Published abstract)