واقع استخدام استراتيجية روبنسون لتحسين مهارات الفهم القرائي لدى التلاميذ ذوي صعوبات التعلم ومعيقات استخدامها
The current study aimed to identify the reality of using Robinson's strategy to improve the reading comprehension skills of students with learning difficulties and the obstacles to its use and the differences and the obstacles according to the variables of educational qualification and years of experience. The study sample consisted of (56) teachers with learning difficulties in Taif Governorate, Saudi Arabia. In this study, the descriptive approach was used, and the questionnaire was used as a tool in data collection, as it consisted of (12) statements, including (6) statements that measure the reality of teachers' use of Robinson's strategy, and (6) statements that measure the obstacles to its use. The results showed that the general arithmetic mean of the reality of using Robinson's strategy from the teachers' point of view was (2.58), i.e., with a "disagreeable" degree, and this is an indication that the reality of using Robinson's strategy from the It was weak. The general arithmetic average of the obstacles to using Robinson's strategy from the teachers' point of view was (3.89), i.e., with a degree of "OK". This is an indication that the obstacles to using Robinson's strategy from the teachers' point of view are very high. The results also showed that there were no statistically significant differences between the averages of teachers' responses about the reality of using Robinson's strategy according to the difference in academic qualification, while there were differences in the obstacles to use in favor of the master's qualification. As well as the absence of statistically significant differences between the average responses of teachers about the reality and obstacles to the use of Robinson's strategy according to years of experience. (Published abstract)