The Effect of a Scaffolding Based Program on Enhancing Dyslexia and Reducing Learning Burnout among Fifth Primary Students in The New Valley Governorate

Author

Assistant Professor in the Department of Psychology, Education College of the New Valley

Abstract

This study aimed to investigate the effect of a scaffolding based program on enhancing dyslexia and reducing learning burnout among ten students at fifth primary in the New Valley governorate. The study applied the Arabic reading test and learning burnout scale before and after the scaffolding based program, and also after one month of the delayed posttest.  Wilcoxontest and binary correlation of the ranks of the correlated pairs showed the following results:

There were significant differences between the ranks of the degrees average of the experimental group in the pre-and post-test at the parts as well as the total score of the Arabic reading test, in favor of the averages of degrees ranks of the posttest in all cases.  Thus, the training program has a very high effect on enhancing dyslexia.
There were no significant differences between ranks of the degrees average of the experimental group in the post- test and delayed post -test at the sub-tests as well as the total score of the Arabic reading test. The effect of the scaffolding based program has continued to enhance dyslexia till the delayed post-test.
There were significant differences between the ranks of the degrees average of the experimental group in all sub-dimensions and the total score of the learning burnout scale, in favor of the ranks of the degrees average of the post-test in all cases. The training program has a very strong effect on reducing all sub-dimensions and the total degree of learning burnout.

 

Keywords

References

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