القدرة على التمثيل الخطيِ عند التلاميذ ذوي عسر القراءة من خلال نشاط رسم موضوع محدد : دراسة وصفية استكشافية
This study aimed at exploring the relationship between the graphical representation ability using drawing a specific topic and the performance in reading accuracy of words and pseudo-words among third grade children in primary school. The sample (N=122) included both males and females, divided into two groups according to their performance in the reading test, a typical readers group (n = 98) and a group of readers with dyslexia (n=24). All participants underwent a word and pseudo-word reading test, Raven’s matrices for abstract reasoning and the task of drawing a specific topic according to standardized instruction. The research Hypothesis focused on the differences between the two groups of readers in terms of their ability in representing graphically the thematic elements, and on the correlational and predictive relationships between the graphical representation through drawing and reading. The analysis of the drawings allowed us to determine the graphical unit categories used, icons and symbols, so that each category includes a number of thematic items. The results showed that there were statistically significant differences between typical and dyslexic readers in the ability to represent thematic items, and the difference was more noticeable in the symbols category. The results also showed the existence of correlational and predictive relationships between the graphical representations in drawing and reading, after controlling for intelligence and age. These results were interpreted by the existence of a relationship between reading performance and the ability to symbolic representation using various graphical units in drawing. Based on a cognitive developmental perspective, these findings support the idea that learning written language Re lies up on the ability to perform symbolic function as in drawing. (Published abstract)