فاعلية برنامج لتنمية مهارات الفهم القرائي باستخدام خرائط التفكير لدى عينة من التلميذات ذوات صعوبات التعلم وبطيئي التعلم
The research aims to verify the effectiveness of a program for developing reading comprehension skills using thinking maps for my sample with learning disabilities and slow learning. Learning difficulties, numbering (12) students, and the other of slow learning numbering (10), and (two control groups), the first for a sample of students with learning difficulties, numbering (11) students, and the second of slow learning numbering (11), and the researchers used the semi-experimental approach, as well as tools. The successive matrices test of John Raven, and the reading comprehension scale, prepared by the researchers, and a program for developing reading comprehension skills using thinking maps (prepared by the researchers). The results showed the following: 1) There are statistically significant differences between the average scores of the experimental and control groups of women with learning difficulties on the reading comprehension scale in favor of the experimental group in the post-measurement, 2) and there were statistically significant differences between the average scores of the experimental and control groups with slow learning on the reading comprehension scale in favor of the group.3) There are also statistically significant differences between the mean scores of the experimental group with learning disabilities in the pre and post measurements on the reading comprehension scale in favor of the post measurement, 4) there are also statistically significant differences between the mean scores of the experimental group with slow learning in the pre and post measurements on the reading comprehension scale in favor of the post-measurement. 5) There are statistically significant differences between the mean scores of the two samples of women with learning difficulties and those with slow learning on the reading comprehension scale in the post-measurement in favor of the sample of those with learning difficulties. (Published abstract)