نشاط الرسم كمؤشر للكشف عن اضطرابات الوعي الفونولوجي لدى عينة من التلاميذ عسيري القراءة
This study aimed at investigating drawing activity to a predictor to reveal the disorders in phonological awareness among a sample of dyslexia learners. Drawing activity be it concerned with iconic or symbolic representation, is regarded as a predicator of dyslexia as it allows knowing the statistical significance of different levels of awareness, namely, phonological awareness, awareness of rhyme, awareness of segment, and awareness of phoneme, The sample of this study was selected from primary schools of Ouricia, Sétif, it included 30 fourth -graders And fifth graders suffering from dyslexia, Their age ranges between 9 and 12 The results of the present study indicated a statistical significance in three hypotheses involving the relationship between the drawing activity and phonological awareness as regards iconic representation however, no statistical significance was found for the rest of the three hypotheses as regards symbolic representation. Hence, 50% of the general hypotheses have been confirmed. According to these results, dyslexia can be regarded, from an epistemic and semiotic perspective as a disorder in the ability of representing written language as a system of symbolic _graphic units Their age ranges between 9 and 12 The results of the present study indicated a statistical significance in three hypotheses involving the relationship between the drawing activity and phonological awareness as regards iconic representation however, no statistical significance was found for the rest of the three hypotheses as regards symbolic representation .Hence, 50% of the general hypotheses has been confirmed. According to these results, dyslexia can be regarded, from an epistemic and semiotic perspective as a disorder in the ability of representing written language as a system of symbolic _graphic units Their age ranges between 9 and 12 The results of the present study indicated a statistical significance in three hypotheses involving the relationship between the drawing activity and phonological awareness as regards iconic representation however, no statistical significance was found for the rest of the three hypotheses as regards symbolic representation .Hence, 50% of the general hypotheses has been confirmed. According to these results, dyslexia can be regarded, from an epistemic and semiotic perspective as a disorder in the ability of representing written language as a system of symbolic _graphic units no statistical significance was found for the rest of the three hypotheses as regards symbolic representation. Hence, 50% of the general hypotheses has been confirmed. According to these results, dyslexia can be regarded, from an epistemic and semiotic perspective as a disorder in the ability of representing written language as a system of symbolic _graphic units no statistical significance was found for the rest of the three hypotheses as regards symbolic representation. Hence, 50% of the general hypotheses has been confirmed. According to these results, dyslexia can be regarded, from an epistemic and semiotic perspective as a disorder in the ability of representing written language as a system of symbolic _graphic units. (Author’s abstract)