الفهرس 
مشكلة البحث وخطوات الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
استهدفت الدراسة الحالية علاج صعوبات تعلم القراءة والكتابة لدى دارسات مدارس الفصل الواحد (الحلقة الثانية – المستوى السادس)، وذلك من خلال برنامج قائم على مدخل الحواس المتعددة، ولتحقيق هذا الهدف تم إعداد اختبارين تشخيصيين لصعوبات تعلم القراءة والكتابة؛ وذلك لتحديد الدارسات ذوات صعوبات تعلم القراءة والكتابة بمدارس الفصل الواحد (الحلقة الثانية – المستوى السادس)، وصعوبات تعلم القراءة والكتابة الفعلية لديهن، واعتمد الباحث في ذلك على صعوبات تعلم القراءة والكتابة التي تم التوصل إليها من خلال ملاحظات الميسرات وأولياء الأمور ومراجعة السجلات الكتابية للدارسات، وقد تم تطبيق أدوات الدراسة قبليًـا على الدارسات مجموعة الدراسة، والتي تكونت من (10) دارسات من مدارس الفصل الواحد (الحلقة الثانية – المستوى السادس) ذوات صعوبات تعلم القراءة والكتابة اللاتي تم تحديدهن، وتحديد صعوبات تعلم القراءة والكتابة الفعلية لديهن، وتم التدريس لهذه المجموعة من خلال البرنامج القائم على مدخل الحواس المتعددة، ثم تطبيق أدوات الدراسة بعديًـا على هذه المجموعة، وقد توصلت الدراسة إلى فاعلية البرنامج القائم على مدخل الحواس المتعددة لعلاج صعوبات تعلم القراءة والكتابة لدى دارسات مدارس الفصل الواحد (الحلقة الثانية – المستوى السادس)، وفي ضوء هذه النتائج التي توصلت إليها الدراسة، فقد أوصت الدراسة بضرورة التطبيق الدوري لاختبارات تشخصية لصعوبات تعلم القراءة والكتابة؛ وذلك للكشف المبكر عن الدارسات ذوات صعوبات تعلم القراءة والكتابة ومحاولة علاج صعوباتهن، والتعامل مع كل دارسة على أنها حالة قائمة بذاتها، ولها خصائصها وقدراتها، والاستفادة من الحواس المتعددة لهؤلاء الدارسات لأن التعليم كلما خاطب أكثر من حاسة كان أبقى أثرًا، كما قدمت الدراسة العديد من المقترحات، منها:
فاعلية برنامج قائم على مدخل الحواس المتعددة لعلاج صعوبات النحو لدى دارسات مدارس الفصل الواحد.
Language Learning generally stems from four skills: Listening, Speaking, Reading and Writing. The relationship between these skills is an impact and vulnerability, that is, they are interrelated. Each of their forms is found in the other, and the competence in one skill is reflected in other skills.
Reading and Writing are the foremost of Arabic language skills, such as reception and production skills; Reading is the gateway to learning in all fields, learning not only for itself, but also for other forms of knowledge, and Writing is a production of this knowledge; it reflects how much the learner has gained from it. If Reading is the gateway to learning, Writing is the learning itself. (Hatem Hussein Al-Saqa, 2011, 8)
Despite the importance of Reading and Writing for the individual and society in general, and for learners in particular, the problem of illiteracy or inability to read and write impedes the development of education, as an inevitable result of the lack of full absorption of educational stages in accordance with the hierarchy of the educational ladder, and the non-enrolment or dropping out of the educational stage, especially in the governorates of Upper Egypt.
The report issued by the Central Agency for Public Mobilization and Statistics in Egypt (2102) indicated that the highest illiteracy rate among the population is in the Governorates of Upper Egypt. The Governorate of Minya ranked first, with 2.82% and the highest percentage being females. (Central Agency for Public Mobilization and Statistics, Egypt, 2013, 1)
In order to close the sources of illiteracy, the Egyptian Ministry of Education has paid attention to female education; To be convinced of their role in achieving the desired human development, and to express their right, guaranteed to them by the Constitution, to have access to educational opportunities equal to those of males, on the other hand, establishing a group of departments for community education under the Egyptian Ministry of Education. One model of community education is the one-class schools for girls’ education, issued by Ministerial Decree No. 225 of 1939, which contains 16 Articles. Article 1 of this decree provides for the establishment of 3,000 one-class schools for the education of girls only, with the number of schools established in each governorate commensurate with the number of girls illiterate therein. (Ministry of Education, 1993, 1-3)
The aim of teaching Arabic in one-class schools is to enable the students to use knowledge tools by providing them with basic skills in Listening, Speaking, Reading, and Writing, and gradually treating and developing these skills, so that the school reaches a language level that enables them to use the language correctly. (Jamal Ahmad Al-Sayed Hassanain, 2008, 6)
Some studies also recommended the need to pay attention to teaching Arabic language skills and treating their difficulties in one-class schools, including: (Hana Ahmed Mahmoud Abdel-Al, 2000), (Mohammed Mohammed Abdel Hamid, 2000), (Issam Mohammed Ahmed Abu al-Khair, 2003), (Rehab Mahmoud Attia Talat, 2005) and (Jamal Ahmed Al Sayed Hassanein, 2008).
Given the importance of Reading and Writing skills for female students in one-class schools who suffer from learning difficulties in Reading and Writing, there is a need for a therapeutic approach, in which we use all the therapeutic educational teaching mechanisms, and learning methods aimed at treating the difficulties of Reading and Writing for these female students.
The multi-sensory approach is one of the therapeutic approaches that many studies have proven effective in treating literacy difficulties, including studies: (Louise, 2005), (John, 2010) (Institute of Education Science, 2010), (Maha Muhammad Badr Ahmad, 2012) (Montgomery, 2013), (Reham Hashem Abdel Maqsoud Saad, 2014), (Rasha Mahmoud Al-Sayed, 2015) and (Learning Disabilities Association of America ,2015).
(Fathi Mustafa Al-Zayat, 2009, 474) indicates that the multi-sensory approach is one of the therapeutic approaches to Reading and Writing difficulties and is based on the following assumptions:
• Individuals differing in relying on different senses to obtain information.
• These senses vary in their relative efficiency in the individual, which imposes a sensory or cognitive preference for any of them in receiving information.
• Through this approach, it is possible to create a kind of integration between these senses so that this integration contributes to the active reception of information.
• The use of multiple senses improves and enhances the learning of the subject to be learned and addresses the deficiency resulting from relying on some of the senses without others.