استخدام استراتيجيات التعلم المنظم ذاتيا لعلاج بعض صعوبات تعلم القراءة والكتابة في اللغة لإنجليزية لدى الأطفال

Abstract

With time spent in various academic stages, a child develop their academic goals and can direct thoughts and emotions towards attaining them. They will find different means and practices that will simplify achieving those goals. However, some children, especially those with learning disabilities, have difficulties with deciding what their academic goals should be or identifying what will help them attain those goals if existed. And as such, they are unable to decode their skills and organize themselves during the process of learning. Research Problem: English learning disabilities especially in reading and writing are the toughest type of academic difficulties that stunt children’s educational progress and achievement. These disabilities not only negatively affect their education but also lives in its entirety. This is the case mainly because English is the global means of communication and most modern technology depends on it. With the above, current research question could be stated as follows: Could English reading and writing disabilities among children be remediated through self-regulated learning strategies? Research Focus: The research proposes how to remediate some English reading and writing disabilities among children in the second preparatory academic stage by using a training program based on self-regulated learning strategies. Research Importance: The importance of the current research can be outlined on two levels: 1) theoretical level and 2) the applied level. 1) The theoretical importance: - Shedding the light on the modern self-regulated learning strategies, components, models. - Presenting the relation between self-regulated learning strategies and academic learning disabilities. - Highlighting English reading and writing disabilities as a second language, especially among children with learning disabilities in the second preparatory stage. 2) The practical importance: - Helping children to depend on themselves whilst remediating their own learning disabilities - Empowering children with self- regulated learning strategies - Creating a diagnostic scale for English reading and writing learning disabilities