الذاكرة الدلالية وعلاقتها بأنماط التعلم لدى طلبة المرحلة الأساسية الأولى ذوي صعوبات التعلم في الأردن
This study aimed to identify to reveal the relationship between semantic memories and preferred learning styles among primary school students with learning difficulties in Jordan. The study population consisted of all students with learning difficulties enrolled in government schools affiliated to Irbid First Directorate, which numbered (110), and the study sample consisted of (55) male and female students from the fourth and fifth grades, who were chosen by the available method during the second semester of the academic year (2021-2022) due to what was imposed by the (Covid-19) pandemic and the decision of the ministry of education to conduct the study alternately. The descriptive comparative approach was used, and to achieve the objectives of the study, the researcher developed the semantic memory scale and the learning style scale, and the psychometric properties of them were verified. The results indicated that the level of semantic memory of students with learning disabilities in the basic stage was high, while the dominant learning pattern among students with learning difficulties was the "auditory pattern", followed by the "kinesthetic pattern", and the "visual pattern" came in the last rank. The results also indicated that there were no statistically significant differences at the level of statistical significance (α = 0.05) between the estimations of the study sample on all semantic memory skills due to the difference in the gender variable and also showed that there were no statistically significant differences between the estimations of individuals on each of the auditory style domains. The field of visual pattern is attributed to the difference of the sex variable, and the presence of statistically significant differences for the field of kinesthetic pattern in favor of males. The results showed that there was no statistically significant correlation between semantic memory and learning patterns. The researcher recommended conducting a study to reveal other mental processes, such as processing information and comparing it with students without learning difficulties. (Published abstract)