مجلة العلوم النفسية والتربوية
Volume 11, Numéro 1, Pages 187-201
2025-03-30
Evaluation Of Comprehension Strategies In Oral Contexts Among Fourth-grade Students With Dyslexia
Authors : Djalab Mohammed َsalah .
Abstract
The study aimed to evaluate comprehension strategies in oral situations among fourth-grade students with Dyslexia, by attempting to answer the following question: What are the most commonly used comprehension strategies in oral situations among the study sample, which consisted of 7 cases aged 10 and 11 years? The study relied on the descriptive-analytical method and the application of both the " Dyslexia Scale for Children and Adolescents" by Adel Abdullah to determine the degree of difficulty and the "O52 Oral Comprehension Test" by Abdelhamid Khomsi (1987), which classifies oral comprehension strategies into immediate comprehension strategies, including the lexical strategy, grammatical-morphological strategy, and narrative strategy, as well as holistic comprehension strategies, including behavior related to changing designation, self-correction behavior, and behavior of persistence in error. After analyzing the results, the study concluded that the sample of students with Dyslexia predominantly uses immediate comprehension strategies, particularly the lexical strategy. However, they use the grammatical-morphological and narrative strategies to a lesser extent. It was also found that they employ holistic comprehension strategies, which is due to the comprehension difficulties experienced by the sample in oral situations as a whole.
Keywords
Dyslexia ; oral comprehension ; immediate comprehension ; holistic comprehension
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