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‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺳﻠﻮﺏ ﻓﻴﺮﻧﺎﻟﺪ ﻣﺘﻌﺪﺩ‬ ‫
  
‬
‫ﺍﻟﻘﺮﺍءﺓ‬ ‫ ‬
‫ﻟﻌﻼﺝ ﺻﻌﻮﺑﺎﺕ‬ ‫ﻓﺮﺩﻱ‬‫‪
-‬‬ ‫
 ‬
‫ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻤﻲ‬ ‫ﺃﺛﺮ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‪:‬‬
‫ﺍﻟﺤﻮﺍﺱ )‪ (VAKT‬ﻟﻄﺎﻟﺒﺎﺕ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻭﺍﻟﺨﺎﻣﺲ ﻓﻲ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺤﻜﻮﻣﻴﺔ ﺍﻟﺘﺎﺑﻌﺔ‬
‫ﻟﻤﺪﻳﺮﻳﺔ ﻋﻤﺎﻥ ﺍﻷﻭﻟﻰ‬
‫ﻋﺒﺪﺍﻟﻬﺎﺩﻱ‪ ،‬ﻧﺎﻫﺪﺓ‬ ‫ﺍﻟﻤؤﻟﻒ ﺍﻟﺮﺋﻴﺴﻲ‪:‬‬
‫‬
‫ﺍﻟﺮﻭﺳﺎﻥ‪ ،‬ﻓﺎﺭﻭﻕ ﺑﻦ ﻓﺎﺭﻋ)ﻤﺸﺮﻑ(‬ ‫ﻣؤﻟﻔﻴﻦ ﺁﺧﺮﻳﻦ‪:‬‬
‫‪2009‬‬ ‫ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻤﻴﻼﺩﻱ‪:‬‬
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‫ﻋﻤﺎﻥ‬ ‫ﻣﻮﻗﻊ‪:‬‬
‫‪1 - 397‬‬ ‫ﺍﻟﺼﻔﺤﺎﺕ‪:‬‬

‫ ‬ ‫‪546990‬‬ ‫ﺭﻗﻢ ‪:MD‬‬

‫ﺭﺳﺎﺋﻞ ﺟﺎﻣﻌﻴﺔ‬ ‫ﻧﻮﻉ ﺍﻟﻤﺤﺘﻮﻯ‪:‬‬

‫   ‪   :‬‬ ‫‪Arabic‬‬ ‫ﺍﻟﻠﻐﺔ‪:‬‬

‫ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ‬ ‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﻌﻠﻤﻴﺔ‪:‬‬

‫‬ ‫ﺍﻟﺠﺎﻣﻌﺔ ﺍﻻﺭﺩﻧﻴﺔ‬ ‫ﺍﻟﺠﺎﻣﻌﺔ‪:‬‬

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 ٣٩٦

THE EFFECTIVENESS OF AN INDIVIDUAL TEACHING PROGRAM

( IEP ) BASED ON A FERNALD MULTI-SENSORY APPROACH
(VAKT ) IN THE TREATING DYSLEXIA STUDENTS IN THE THIRD
AND FIFTH GRADES IN THE PUBLIC SCHOOLS OF THE
DIRECTORATE OF AMMAN THE FIRST.

By

Nahida Mohsin Abdelhadi

Supervisor

Dr. Farooq Al-Rosan, Prof.

ABSTRACT

Main purpose of this study was to investigate the effectiveness of

an individual teaching program ( IEP ) based on Fernald multi-sensory
approach, in the treating dyslexic female students in the third and fifth
grades.

A sample of student selected randomly in the first study sixty (٦٠)

students, and it was selected through a simple random way of nine public
schools and was equally distributed into two experimental and control
groups, took into account equivalent in the classroom, difficultly level
and socioeconomic family status. The division of students within each
group of (٣٠) students was (١٥) of third-grade students, and (١٥) students
from the fifth grade, to be divided into three degrees of learning difficulty
reading levels: simple (Independent reading level), medium (instructional
reading level), and severe (defeated reading level).
 ٣٩٧

To achieve the purposes of the study, the researcher constructed an

individual instructional program based on Fernald multi-sensory
approach, and its application to all members of the experimental group
individually, by eight weeks, during the first semester (٢٠٠٧-٢٠٠٨).
Meanwhile, the control group had learned the traditional way.

To assess the effectiveness of the teaching program, the researcher

assessed the students before implementing the program as a pre-test, and
after the completion of the program as a post-test, for both the
experimental and control groups. Then, bilateral by-variance analysis (٢
Way Ancova) was used.

A results showed statistically significant differences in literacy

skills among students in the experimental due to the program based on
Fernald multi-sensory approach.

The Statistics also showed thers no significant differences in

reading skills due to the interaction between the group and the class and
the improvement in reading vocabularies, reading aloud , and
comprehension reading in third and fifth grade students attributed to the
program based on Fernald multi-sensory approach.

Finally, the results showed that the degree of the impact of Fernald
multi-sensory approach increases as the level of difficulty intensify.

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