Al-Makahleh Ahmad Abdelhameed
Department of Special Education, Princess Rahma University College, Al-Balqa Applied University, Salt 19117, Jordan.
Children (Basel). 2024 Mar 18;11(3):357. doi: 10.3390/children11030357.
This study aims to explore the skills of Jordanian Arabic-speaking fourth graders with learning difficulties in terms of auditory analysis and dictation tests. It mainly aims to investigate the relationship between students' abilities to perform auditory analyses and dictation tests. The sample in the study consists of 110 Jordanian fourth graders, who are then divided into 54 students with learning difficulties who are diagnosed as having a satisfactory level of reading and writing and 56 typically developing students. The students are asked to respond to two tests, the auditory analysis and the phonological awareness test, which are prepared by the researcher himself. The results demonstrate a statistically significant positive correlation between the auditory analysis and dictation skills of fourth-grade students with learning difficulties. This means that improving the auditory analysis skills corresponds to an increase in the dictation skills of these students. The results also reveal a statistically significant correlation between auditory analysis and dictation skills in typically developing students.
本研究旨在探讨有学习困难的约旦四年级阿拉伯语学生在听觉分析和听写测试方面的技能。其主要目的是调查学生进行听觉分析和听写测试的能力之间的关系。该研究的样本包括110名约旦四年级学生，他们随后被分为54名有学习困难且被诊断为读写水平达标的学生和56名发育正常的学生。这些学生被要求对由研究者本人编制的两项测试做出反应，即听觉分析测试和语音意识测试。结果表明，有学习困难的四年级学生的听觉分析和听写技能之间存在统计学上显著的正相关。这意味着提高听觉分析技能与这些学生听写技能的提高相对应。结果还显示，发育正常的学生的听觉分析和听写技能之间也存在统计学上显著的相关性。
