الأسرة والمجتمع
Volume 14, Numéro 1, Pages 120-129
2026-06-30

The Impact Of A Parental Guidance Program Based On The Orton-gillingham Strategy On Improving Academic Achievement In Reading Among Pupils With Learning Difficulties Third Year Primary– Field Study



Authors : Mekbel Farida . Djazouli Nadia .

Abstract

The study aimed to examine the effect of a parental guidance program on academic achievement in reading among pupils with learning difficulties. A field study was conducted on a selective sample of twenty mothers of children enrolled in the third year of primary school. The study adopted a quasi-experimental approach using several tools: Michael Best Scale to identify pupils with learning difficulties, The Colored Progressive Matrices Test by John Raven (John Raven) to measure students’ intelligence quotient (IQ) and a guidance program based on the Orton–Gillingham strategy designed by the researcher for mothers of pupils with reading difficulties. Statistical analysis was carried out using the t-test. The results showed no significant differences in reading academic achievement scores of the pupils before and after their mothers attended the guidance sessions. This indicates that the guidance program was not effective in improving academic achievement in reading among pupils with learning difficulties.

Keywords

Parental guidance, Learning difficulties, Academic achievement in reading.

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