Search

The research aims to identify the impact of the Montessori approach in developing the cognitive awareness of kindergarten children. To achieve this goal, the following hypotheses were formulated: The first hypothesis is "Is there a statistically significant difference between the experimental and control group in the pre-test of cognitive awareness?". The second hypothesis is "Is there a statistically significant difference for the experimental group in the pre-test and the post-test of cognitive awareness?". The third hypothesis is "Is there a statistically significant difference between the experimental and control groups in the post-test of cognitive awareness?". The experimental method relied on choosing two random samples of kindergarten children (experimental and control) with (50) boys and girls. The cognitive awareness scale prepared by (Mahdi 2018) and based on Flavell's theory was used to measure children's cognitive awareness after its validity and reliability were verified. The data were processed based on the SPSS statistical bag, and the results showed that there is no statistically significant difference between the experimental group and the control group in the pre-test, meaning that the two groups are equivalent. There is a statistically significant difference for the experimental group in the pre and post-tests and favour of the post-application, meaning that the Montessori approach had a positive impact on developing the cognitive awareness of the research sample. There is also a statistically significant difference between the experimental and control groups in the post-test in favour of the experimental group, and this indicates the positive effect of the Montessori approach in developing the cognitive awareness of the experimental group. A number of recommendations were presented, including the application of the Montessori approach in all private and governmental Kindergartens because of its significant impact on thinking and cognitive abilities in general and the development of cognitive awareness in particular. [ABSTRACT FROM AUTHOR]

This research aimed at identifying the effectiveness of a program based on sensory and digital activities in developing some geography concepts and touristic awareness for kindergarten children and exploring the relation between both. Research tools were administered at (64) kindergarten children at Fifth District Distinguished English School in 6th October City. Children were divided into (32) experimental group and (32) control group. Researcher used geography concepts test, touristic awareness test for kindergarten children and observation card for skills related to touristic awareness. Descriptive as well as quasi-experimental designs were utilized for the research. Results showed statistically significant differences between means of children at both groups over geography concepts test, touristic awareness test and the observation card for those of the experimental group, reflecting the effectiveness the program. They showed also positive correlation between delvoping geography concepts and touristic awareness for kindergarten children. The research ended with many recommendations for curriculum developers and programs designers of kindergarten and recommendations for future research. [ABSTRACT FROM AUTHOR]

This study aimed at identifying the relationship between phonemic awareness (PA) and reading performance (reading accuracy) among primary grade female students and whether reading performance success can be predicted by PA. To achieve the objective of the study, the researcher adopted a descriptive approach (correlational methodology and regression) to identify the relationship between PA and reading performance. The population consisted of all primary grade female students (first, second, and third grades) in governmental schools in the public education in the Kingdom of Saudi Arabia while the sample consisted of (90) students who were chosen in a purposed way from public schools in Al- Dawadmi city. The results revealed that there is a significant positive correlation between PA variable and reading performance as measured by the word reading accuracy among first and second grade female students (r= 0.565 and 0.496, respectively). However, there was no correlation between PA and reading performance for the third grade data. Further, the results revealed that (32%) of reading performance of first grade as measured by word reading accuracy can be predicted by the PA variable, and (25%) of reading performance of second grade as measured by word reading accuracy can be predicted by the PA variable. Accordingly, the study recommended that first grade students be trained on PA due to its positive correlation with reading performance. [ABSTRACT FROM AUTHOR]

This research aimed at using differentiation learning strategy to develop phonemic awareness and reading comprehension and oral fluency for 3 G primary students. The study sample consisted of 35 students of the experimental group who studied the using differentiation learning strategy and 35 students of the control group, The research used experimental approach semi-experimental design this study used using differentiation learning strategy and also reading comprehension test and vocabularies test . The important result for this study improved in reading comprehension and vocabularies for G3 students. The research recommended that the strategy be included in Arabic language curricula and that electronic courses should be built using the proposed teaching strategy to develop the skills of G3 primary students. [ABSTRACT FROM AUTHOR]

The study aimed at identifying the effectiveness of Orton-Gillingham Method compared to the conventional method in teaching reading to Saudi’s children who suffer from dyslexia in terms of number of words correctly read, speed of reading, reading comprehension, word spelling, phonemic awareness and reverse number remembrance. The researcher adopted the quasi-experimental method. The study’s sample included 40 dyslexic children in the primary schools for boys in Saudi Arabia who were divided into a control group (20 children) and an experimental group (20 children). Diagnostic pretest was conducted for both groups using The Dyslexia Tests, standardized by Almahrej (2015). The researcher then subjected the experimental group to the training program (preparation of the researcher) according to the Orton-Gellingham method, then post-test results were obtained for the two groups to verify the effectiveness of the program. Statistically significant differences were detected for the effect of Orton-Gillingham Method on the number of words correctly read, reading comprehension, word spelling, and phonemic compared to the conventional method used with dyslexic children. No statistically significant differences were found for the effect on the speed and reverse number remembrance of reading compared to the conventional method used by dyslexic children. [ABSTRACT FROM AUTHOR]

This study aimed to explore the effect of a training program based on auditory perception skills in enhancing phonological awareness among learning disability students in the Aseer region. The sample of the study consisted of forty students from grades 3, 4, 5 and 6 in the Aseer directorate of education. Students were diagnosed by the resources room teacher as learning disability students. The researchers used the semi-experimental design which consists of experimental and control groups. Results showed mean significant difference in the phonetic sequential-memorization skill between the experimental and control groups on the post-test, in favor of the experimental group. There was no significant difference in the auditory perception skills that could be attributed to grade level. The results showed a continuous effect for the phonological awareness development program in developing auditory perception skills among learning disability students in the Aseer area. [ABSTRACT FROM AUTHOR]

This study aims to reveal the impact of the teaching methods based on the Montessori theory. It focuses on the first graders phonological awareness in Jordan, and shedding the light on the mother's educational background. The sample included (50) students, both male and female, divided into two controlling and experimental groups. The researcher had planned an educational strategy along with a phonological awareness test. The experimental group implemented the developed educational strategies for eight weeks. While the controlling group experienced eight weeks of regular educational methods. Both groups were tested for phonological awareness before and after the experiments. Results for (MANCOVA) analysis showed a difference on the scale of (0.05=a) in favour of the experimental group, in terms of phonological awareness rates. and the skill of recognizing different sounds. While there was no difference on the same scale for the educational level of the mothers. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate the effect of a phonemic and phonological awareness program, on the Arabic reading performance of first grade basic education students in Oman. To achieve this aim, a quasi-experimental research design was adopted. An Arabic phonemic and phonological awareness test was designed together with training program for Arabic teachers. A sample of 205 students was selected from 4 schools and divided into two groups. The experiment was conducted in 10 weeks during which teachers taught using the program. A post-test was administered after the intervention and then the students were tested for the third time after six months to determine the delayed effect. Results showed that there were significant differences in the mean of the test scores between the control and the experimental groups in favor of the experimental group. Similarly, significant differences were indicated in the mean of the test scores among the experimental group between the pre and the post-test. On the other hand, no significant differences were noted between male and female students. Results also showed significant differences in the mean of the test scores among the experimental group in the third testing which was intended to measure the delayed effect. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the effectiveness of a phonological awareness skills training program in improving decoding skills of third grade students with reading disabilities. The initial sample included 40 students enrolled in the learning disabilities program in elementary schools in Oman. They were assessed for diagnosing those who have reading disabilities through adopting the procedures of the IQ-achievement discrepancy model. The Raven’s Matrices and a reading achievement test were administered to students. Then, 14 students among those diagnosed with reading disabilities were randomly distributed to an experimental and a control group. Participants in the experimental group received training in phonological awareness for 10 weeks whereas the control group participants did not. The participants of both groups were administered two tests in phonological awareness (PA) and decoding skills (DS) pre and post the training. Results of the study indicated that there were statistically significant differences between the experimental and control groups on the sub-tests of the PA and DS tests except for fluency in reading passages. However, a comparison of the pre and post scores of the experimental groups showed that they obtained significant gains in all sub scores following the training. [ABSTRACT FROM AUTHOR]