تقويم مستوى تحصيل طلبة قسم التربية الخاصة في مادة طرائق تدريس القراءة
The research aims to assess the level of achievement of students of the Department of Special Education in the subject of reading teaching methods, and to know the significance of the differences between the level of achievement of male and female students in the course of reading teaching methods. To achieve the objectives of the research, the researcher followed the descriptive approach. The research community consisted of students of the third stage in the departments of special education in the colleges of basic education in Iraq Universities; Mustansiriyah, Babylon, and Mousul Universities in the morning study. The number (145) male and female students is (40) male and female students in the College of Basic Education / Al-Mustansiriya University, and (90) male and female students at the College of Basic Education / University of Babylon, and (15) male and female students at the College of Basic Education / University of Al-Mosul for the academic year 2018-2019. The research sample reached (40) students who were deliberately selected, and the researcher prepared an achievement test of the multiple choice type that is characterized by honesty, consistency and comprehensiveness, the test consisted of (50) test items, and the researcher used a number of statistical methods in analyzing and interpreting the results, which are: Ttest for one sample, T- test for two independent samples, and the Alpha Cronbach equation. The research showed the following results: 1) Low level of achievement of the third stage students in the Department of Special Education in the subject of reading methods teaching. 2) There is no difference in the level of achievement according to the gender variable (male – female). And in the light of the findings of the current research can be concluded as follows: 1) That the course of reading methods is not taught by two teachers who specialize in the course of teaching methods, which is a major reason for students ’low achievement. 2) Limiting the teaching of reading methods of teaching the third stage only led to the students' insufficient knowledge of the subject, which leads to a lack of knowledge of its subjects. (Published abstract)