فاعلية برنامج قائم على التفكير فوق المعرفي في تنمية مهارات القراءة والكتابة بطريقة برايل لدى الطالبة المعلمة بكلية التربية للطفولة المبكرة بمطروح
This research aimed at investigating the effectiveness of a program based on metacognitive thinking in developing reading and writing skills in Braille for the female student teacher at the Faculty of Early Childhood Education in Matrouh. The study sample consisted of (15) female teacher students in the fourth year of the Faculty of Early Childhood Education, Matrouh University. Two groups, the first: experimental, numbering (8) female students, and the other: control, numbering (7) female students. The study tools consisted of testing skills (reading and writing) in Braille, and the training program based on metacognitive thinking (prepared by the researcher), and the data were processed. Using the Mann-Whitney test to calculate the differences between the experimental and control groups in the post-application, and the Wilcoxon test to calculate the arithmetic means, standard deviations, and mean ranks, the results of the study revealed that there were statistically significant differences between the mean scores of the experimental and control groups in the post-measurement of (reading) skills. and writing) in Braille for the female student teacher at the College of Early Childhood Education in Matrouh for the benefit of the experimental group. (Published abstract)