Basic Informations

C.V

cv

?????? ???????

?????? ????:

?????: ???? ????? ?????? ????.           

????? ???????: 9/9/1982?.

??? ???????: ??? ???? ? ??????? ??? ???????.

??????? ???????: ????? ??? ????? ???????? ??????? ????? ??????? - ????? ??? ????.

?????? ??????:

1.  ?????? ?????? ???????? - ???? ??????? - ????? ??????? ??? ??? ???? - ??? 2003?? ???? ??? ???????? ?????? ??? ????? ?? ????? ?????.

1. ????? ??? ?? ??????? - ???? ??????? - ????? ??????? ??? ??? ???? - ??? 2005? ?????? ??? ?????.

3.  ??????? ?? ??????? ???? ??? ????? ???????? - ???? ??????? - ????? ??? ???? - ??? 2008? ?????? ??? ????? ?? ??????? ???? ??????? ??? ???? ??????? ???????? ??? ???????? ?????? ????? ???????? ?? ????? ??????: "?????? ?????? ?????? ?? ???? ?? ???? ??? ?????? ?????? ?????? ??? ????? ?????? ????? ??? ????????? ???????".

4.  ??????? ??????? ?? ??????? ???? ??? ????? ????????- ???? ???????- ????? ??? ???? ??? 2011? ?? ??????? ???? ??????? ??? ???? ??????? ???????? ??? ???????? ?????? ?????? ??????? ?? ????? ??????: "??? ?????? ????????? ?? ???? ?? ????? ??????? ??? ?????? ??????? ?????????? ????????? ???????".

?????? ???????:

1. ????? ???? ??? ????? ?????? ??????? ???? ??? ??? ?????? ?????? 23/3/2004?.
2. ???? ????? ???? ??? ????? ?????? ??????? ???? ??? ??? ?????? ?????? 7/5/2008?.
3. ???? ???? ??? ????? ?????? ??????? ???? ??? ??? ?????? ?????? 27/9/2011?.

?????? ????????:

1.  ??? ??????: "??????? ??????? ??? ???? ???????: ????? ?????? ?? ??? ??????? ??????? (????????-????????? ?? ?????? ????????) ?????? ??????". ???? ???? ???????? ????? ??? ????? ??? 63? ????? ????? ????? 2012?  47-98.

2.  ??? ??????: "????? ????????? ?????????? ??? ?????? ??????? ??????????: ????? ?????? ??? ???????? ???? ?????? ?????? ?? ??? ?????". ???? ???? ???????? ????? ??? ????? ??? ?????? ??? ??? 2013? 96-171.

3.  ??? ??????: "?????? ?????? ?????? ?? ????? ?????? ??????? ?????? ??????? ??????? ????????? ???? ??????". ???? ?????? ?????? ?????? ?????? ????????? ????? ??????? ?????? 2013? 459-491.

4.  ??? ??????: "?????? ?????? ???? ?? ??????? ????????? ????? ?? ???????? ???????? ??????? ??? ???? ???????". ???? ???? ???????? ????? ??????????? ?????? ?????? ????????? ????? ??????? 2015? 102- 186.

5.  ??? ??????: "??????? ??????? ???????? ???????? ??? ???? ???????". ???? ?????? ?????? ?????????? ???? ???????? ????? ?????? ?????? ?????? ????????? ????? ??????? ????? 2015? 1059-1109.

6.  ??? ??????: "?????????? ?????????? ??? ?????? ??????? ?????????: ????? ?????? ??? ???????? ?????????? ?????????". ???? ????? ?? ??????? ???? ?????? ???? ???????? ????? ??????? ?????? ?????? ????????? ????? ?????? ????? ?????? ????? 2016? 70 – 131.

7.  ??? ??????: "?????? ?????? ?????? ?????????? ?????????? ????????? ????? ?? ?????? ?????? ?????? ??? ???? ??????? ????????". ????? ????? ????? ?????? ?????? ??????? ???? ???????? ????? ????????? 2016.

 

 

????? ?????:

1.  ???? ??? ??????: ??? ??????? ?? ???? ????????? ?? ??? ???????? ????????. ???? ??? ????? ??? ??????? ?????? ?????? ?????? ??? ???? ???????? ?? ????? ???????? ??????? ????? ?????? "??? ??????? ?? ???????? ?????????? ??????? ?????? ??????". ?? ?????? ?? 19 ??? 20 ?????? 2013 ?????? ??? ????.

2.  ???? ??? ??????: ??? ??????? ?????????? ?? ???? ???????? ?????? ???????. ??????? ?????? ?????? ????? ?????? ???? ????? ??????? "?????? ????????? ?????? ??? ?????? ????? ???????" ?? ?????? 9-10 ????? 2013?.

3.  ???? ??? ??????: ????????? ??????? ?? ?????? ????? ???? ???????? ????????. ????? ????? ?????? ???? ???????? ?? ???????? ??????? ????????" ?? ?????? 16 ????? 2013?? ????? ??? ????.

4.  ???? ??? ??????: ??????? ???????? ?? ????? ???? ?????? ???????? ????????. ??????? ?????? ?????? ?????? ??? ???? ????????? ?? ????? ???????? ??????? ??? "??? ??????? ??????????? ????????? ?? ?????? ?????? ?????? ????? ??????? ?????? ??????" ???????? ??????? 21/5/2013 .

5.  ???? ??? ??????: ???? ?????????? ??????????? ?? ??????? ?? ???? ?? ??? ??? ?????. ??????? ?????? ??????? ?? ??? ?????? ??? ???? ????????? ?? ????? ???????? ??????? ?????? "??????? ?? ??? ????? ?? ????? ?????? ??????? ??????? ?????? ??????" ?? ?????? 17-18/12/2013.

6.  ???? ??? ??????: ??????? ????????? ?? ????? ???????? ????????. ??????? ?????? ?????? ?????? ??? ???? ????????? ?? ????? ???????? ??????? ?????? "??? ?????? ??????? ???????? ?????? ?? ???? ?????? ???????" ?? ?????? 18-19/2/2014.

7.  ???? ??? ??????: ????????? ????????? ?????? ??? ?????????? ??????. ????? ????? ??? ???? ?????? "?????? ???? ?? ?????" ?? 2 ?????? 2014?.

8.   ???? ??? ??????: ??????? ?? ???: ?????? ?????. ??????? ?????? ?????? ??????? ?? ??? ?????? ??? ???? ????????? ?? ????? ???????? ??????? ?????? "??????? ?? ??? ????? ?? ????? ?????? ??????? ??????? ?????? ??????" ?? ?????? 16-17/12/2014?.

???????? ????????:

1. ????? ??????? ??????. ???????: ??? ?????? ???????? 2015?.
2. ????? ??????? ?????????. ???????: ??? ?????? ???????? 2015?.
3. ????? ???????? ???????? ???????. ???????: ??? ?????? ???????? 2015?.
4. ????? ??????? ???????. ???????: ??? ?????? ???????? 2015?.
5. ????? ????? ???????. ???????: ??? ?????? ???????? 2015?.
6. ????? ??? ????????? ?????? ??????. ???????: ??? ?????? ???????? 2015?.
7. ????? ?????? ?????????. ???????: ??? ?????? ???????? 2015?.
8. ????? ?????? ?????? ????????? ??????????. ???????: ??? ?????? ???????? 2015?.

??????? ??????:

1.  ???? ????????? ???????? ??????? (2013?). ?????? ?????? ???? ??? ?? ???? ??????? ?? ????? ????????? ????????? ??????? ??????? ?????????? ?? ??? ????? ??????. ????? ???????. ???? ??????? ????? ??? ????. ?? ?????.

2.  ???? ???? ???? ???? (2014?). ?????? ?????? ?????? ?? ????? ??????? ??????? ??? ?????? ??????? ?????????? ??? ????? ???????. ????? ???????. ???? ??????? ????? ??? ????. ?? ?????.

3.  ???? ???? ???? ??? (2011?). ?????? ?????? ???? ??? ??????? ???????? ?? ????? ??? ???????? ???????? ??? ??? ??????. ????? ???????. ???? ??????? ????? ??? ????. ??? ???????.

4.  ??? ????? ???? (2011?). ?????? ?????? ?????? ??????? ?????? ??? ?????? ??????? ????????. ????? ???????. ???? ??????? ????? ??? ????. ??? ???????.

5.  ????? ???? ???? ????? (2011?). ???????? ??????? ??????????? ??????? ??????? ???????? ??????? ?????? ??????????. ????? ???????. ???? ??????? ????? ??? ????. ??? ???????.

6.  ???? ??? ???? ?????? (2012?). ?????? ?????? ?????? ???? ???? ?? ????? ??? ????? ?? ??? ???????. ????? ???????. ???? ??????? ????? ??? ????. ??? ???????.

7.  ???? ????? ??????? (2012?). ?????? ?????? ???? ??? ?????? ????????? ?? ??????? ?? ??? ???????? ???????? ???? ?????? ??????. ????? ???????. ???? ??????? ????? ??? ????. ??? ???????.

8.  ???? ???? ???? ????? (2015?). ?????? ???????? ???????? ?????? ??????? ??????? ??? ???????? ?????. ????? ???????. ???? ??????? ????? ??? ????. ??? ???????.

9.  ????? ???? ??? ??? (2015?). ?????? ?????? ?????? ????? ?????? ????? ?? ???? ?? ??? ???????? ???????? ??? ???? ??????? ?????????. ????? ???????. ???? ??????? ????? ??? ????. ??? ???????.

????????? ???????? ???????:

1.  ??????? ?????? ?????? ????? ??????? ????? ??????? ??? ??? ????? ????? ?????? "??????? ???????? ?? ??? ?????????" ?? ?????? 27-28 ????? 2004?.

2.  ??????? ?????? ?????? ?????? ??? ??????? ??????? ??????? ???????? ???????? ????????? ????????? ?? ???? ??????? ???? ????? ???????: ???????? ????? ???? ???????? ?????????? ?? ?????? 29-30 ????? 2005?.

3.  ??????? ?????? ???????? ???? ????? ?? ??? ??????? ??? ?????? ???? ????? ????????? ?? ???? ?????? ?????? ??????? ????????? ???? ????????? ???? ?? ?????? ?? 31 ????? ??? 2 ?????? 2005?.

4.  ??????? ?????? ?????? ????? ??????? ???? ???? ????? ??????: ????? ??????? ??? ??????? "?????? ???????????? ???????" ?? ?????? 7-8 ???? 2005?.

5.  ??????? ?????? ???????? ???? ????? ?? ??? ??????? ??? ?????? ???? ????? ????????? ?? ??? ??? ?????? ???? ???????? ????? ??????? ?? ?????? ?? 30????? ??? 1 ?????? 2006?.

6.  ??????? ?????? ?????? ????? ??????? ???? ???? ????? ?????? "??? ?????? ??????? ??????? ?????? ?? ?????? ?????? ??? ?????????? ??????" ?? ?????? 3-4 ???? 2006?.

7.  ??????? ?????? ?????? ????? ??????? ???? ???? ????? ?????? "??? ?????? ??????? ??????? ?????? ?? ?????? ?????? ??? ?????????? ??????" ?? ?????? 3-4 ???? 2006?.

8.  ??????? ?????? ?????? ???????? ???? ????? ?? ??? ??????? ??? ?????? ????????? ?? ??? ??? ?????–????? ???????? ??5-7 ?????? 2007?.

9.  ??????? ?????? ?????? ???????? ???? ????? ?? ??? ??????? ??? ??????  ??????? ??????? ???????? ??????? ???????? ?? ???? ??????? ????? ???????? ?? ?????? ??4-6 ?????? 2008?.

10.??????? ?????? ?????? ??????? "????? ??? ?????????? ??????: ??? ?????? ???????? ????????"? ????? ??? ?? ???? ???????? ???????? ?????? ??????? ?? ?????? ?? 16-17 ????? 2008?.

11.??????? ?????? ?????? ???????? ???? ????? ?? ??? ??????? ??? ?????? ??????? ??????? ???????? ??????? ??? ????? ???? ??? ????? ?? ??? ?? ?????? ?? 2 ??? 4 ??????  2009?.

12.??????? ?????? ????? ???? ??????? ?????? ?????? ?????? ??? ???? ???????? ?? ?????? ??? ???? ????? ?????? "??????? ????? ????????? ??? ?????". ?? 21 ????? 2011 ?????? ??? ????.

13.??????? ?????? ?????? ?????? ??? ???? ???????? ?? ????? ???????? ??????? ????? ?????? "??? ???????? ?? ???????? ?????????? ??????? ?????? ??????". ?? ?????? ?? 19 ??? 20 ?????? 2013 ?????? ??? ????.

14.??????? ????? ????? ???? ?????? ?????? ??? ???? ????? ?????? "????? ??? ?????? ?????? ????? ??? ????". ?? 5-6 ???? 2013 ????? ????????? ??????? ??? ????.

15.??????? ?????? ?????? ????? ?????? ???? ????? ??????? "?????? ????????? ?????? ??? ?????? ????? ???????" ?? ?????? 9-10 ????? 2013?.

16.??????? ?????? ?????? ??? ???? ??????? "????? ?????? ???? ???????? ?? ???????? ??????? ????????" ?? ??? ???????? 16 ????? 2013?? ????? ??? ????.

17.??????? ?????? ?????? ???????? ??????? ????? ?? ??? ???????. ??????? ??????? ?????? ?????? ???????? ?????? ???????? ??????? ????????. ?? ?????? 11-13/6/1434? ??????? 21-23/4/2013?.

18.??????? ?????? ?????? ????? ???? ??????? ?????? ?????? ?????? ??? ???? ????????? ?? ????? ???????? ??????? ??? "??? ??????? ??????????? ????????? ?? ?????? ?????? ?????? ????? ??????? ?????? ??????" ???????? ??????? 21/5/2013 .

19.????? ????? ??? ???? ?????? "??? ???? ?????????? ????? ??????? ?? ????? ??????" ?? ?????? 12-13 ?????? 2013?.

20.??????? ?????? ????? ??????? ?? ??? ?????? ??? ???? ????????? ?? ????? ???????? ??????? ?????? "??????? ?? ??? ????? ?? ????? ?????? ??????? ??????? ?????? ??????" ?? ?????? 17-18/12/2013.

21.??????? ?????? ?????? ?????? ??? ???? ????????? ?? ????? ???????? ??????? ?????? "??? ?????? ??????? ?????? ???????? ?????? ?? ???? ?????? ???????" ?? ?????? 18-19/2/2014.

22.????? ????? ??? ???? ?????? "????? ?????? ??????: ???????? ??????? ??????? ????????" ?? 17 ????? 2014?.

23.???? ???? ???????? ?????? ??????? ?????? ??? ???? ?????? "????? ????? ????? ??????" ?? 5 ????? 2014?.

24.???? ???? ???????? ?????? ??????? ?????? ??? ???? ?????? "?????? ?????? ???????? ?? ???????" ?? 24 ????? 2014?.

25.??????? ?????? ?????? ?????? ??????? ?????? ??? ???? ?????? "?????? ???? ?? ?????" ?? 2 ?????? 2014?.

26.??????? ?????? ?????? ??????? ?? ??? ?????? ??? ???? ????????? ?? ????? ???????? ??????? ?????? "??????? ?? ??? ????? ?? ????? ?????? ??????? ??????? ?????? ??????" ?? ?????? 16-17/12/2014.

27.??????? ?????? ????? ????? ???? ??????? ??????? ?????? ??? ???? ?????? "????? ??????? ????????? ????????? ???????? ?? ??? ?????? ??? ?????. ????? ???? ????????: ????? ????? ????" ?? ?????? 18-19/4/2016.

???????? ???????:

• ??? ???????? ??????? ???????? ???????.
• ??? ????? ?????????? ???????? ???????.

????? ?? ???? ?????? ????????? ?????? ???????:

• ??? ???? ???? ????? ?????? ?????? ???? ?????? ?????????  QAAP II???????.
• ??? ???? ??? ??????? ??????? ?????????? ??????? ?????? ???? ?????? ?????????  QAAP II???????.
• ??? ???? ????? ???????????? ?????? ???? ?????? ????????? QAAP II???????.
• ??? ???? ????? ???????? ????????? ??????? ????????? ?????? ???? ?????? ?????????  QAAP II???????.
• ??? ???? ??????? ??????? ??????? ???????? ???????? ?????? ???? ?????? ?????????  QAAP II???????.
• ??? ???? ????? ????????? ?????? ?????? ?????? ???? ?????? ????????? QAAP II ???????.

??????? ???????? ????????? ?????? ?????:

• ???? ??? ?????? ??????? ?? ????? ????????? ICDL 2011? (?????????).
• ???? ????? ????? ???????? ????? ????? ??????? ???????? ??? ???? ????????? ?? ??? ???? ????? ????? ???????/?????? ????? ???????? ??? ?? ??? ?????? ?????? ?? ?????? ?? 30 ?????? ??? 1 ?????? 2005? ??????? ??????? ?? 30 ?????? 2005.
• ???? ??????? ???? ????? ????? ????? ????? ?? ?????? ?? 20/6/2006? ??? 22/6/2006? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ??????? ??? ??????? ??????? ?? ?????? ?? 8/8/2006? ??? 10/8/2006?? ???? ?????? ????? ????? ???????? ????? ??? ????.
• ???? ??????? ???? ??????? ?????? ?????? ?? ?????? ?? 15/8/2006? ??? 19/8/2006? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ??????? ?????? ?? ?????? ?? 2/11/2006? ??? 6/11/2006?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ?????? ??????? ?????? ?? ?????? ?? 12/5/2007? ??? 14/5/2007?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ?????? ????? ?????? ?? ?????? ?? 15/5/2007? ??? 17/5/2007?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ????? ?????? ?????? ??????? ?? ?????? 7/2/2016? ??? 8/2/2016?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ?????? ????? ?????? ?? ?????? ?? 9/2/2016? ??? 10/2/2016?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ??????? ??????? ?????????? ?? ?????? 14/2/2016? ??? 15/2/2016?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ??? ?????????? ?????? ?????? ?? ?????? 16/2/2016? ??? 17/2/2016?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ???? ????? ?????? ?? ????? ??????? ?? ?????? 16/2/2016? ??? 17/2/2016?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.
• ???? ??????? ???? ????? ????????? ????????? ?? ?????? 21/2/2016? ??? 22/2/2016?? ???? ?????? ????? ????? ????? ???? ??????? ?????????? ????? ??? ????.

???? ???????:

• ???????? ?? ??????? ????????? ?????? ??? ?????? ??????? ??? ????.
• ???????? ?? ????? ????? ??????? ?????? ?? ???? ?????? ?????? ???? ?????? ?????? ?????? ??????? ??? ???? ??????? ?????? "??????? ??????? ????????? ??????? ??????" ??????? ??????? ???? ??? ?????? ?????? ??????.
• ???????? ?? ?????? ?????? ??????? ?????? ?????? ?? ???? ?????????? ???? ???? ??????? ?????? "???????? ???????? ???? ??????".
• ???????? ?? ?????? ?????? ??????? ?????? ?????? ???? ???? ?????????? ???? ???? ??????? ?????? "???????? ???????? ???? ??????".
• ???????? ?? ?????? ?????? ??????? ?????? ???????? ????????? ???? ???? ??????? ?????? "???????? ???????? ???? ??????".
• ???????? ?? ????? ????? ??????? ?????? ?? ???? ?????? ?????? ???? ?????? ?????? ?????? ??????? ??? ???? ??????? ?????? "??????? ??????? ????????? ??????? ??????" ??????? ??????? ???? ??? ?????? ?????? ??????.
• ???????? ?? ???????? ???????? ??????? ??????? ???? ??????? ??? ?????? ?????? ????? ????? ???? ??????? ????? ??? ???? ???????? ?? ????? ??????? ???????? – ?????? ????? ??????? ?? ????? ??????? ???????- ?? ?????? ?? 17-28/7/2011?.
• ???????? ?? ???????? ???????? ??????? ??????? ???? ??????? ??? ?????? ?????? ????? ????? ???? ??????? ????? ??? ???? ???????? ?? ????? ??????? ???????? – ?????? ????? ??????? ?? ????? ??????? ???????- ?? ?????? ?? 7-17/8/2011?.
• ???????? ?? ???????? ???????? ??????? ??????? ???? ??????? ??? ?????? ?????? ????? ????? ???? ??????? ????? ??? ???? ???????? ?? ????? ??????? ???????? – ?????? ????? ??????? ?? ????? ??????? ???????- ?? ?????? ?? 4-15/9/2011?.
• ???????? ?? ????? ?????? ??????? ????? ??????? ??????? ????? ??????? ????? ??? ????.

Master Title

Effectiveness of Training Program in Limiting the Defects of Learning Disabilities Precursors of Kindergarteners and Its Effect on Their School Readiness

Master Abstract

Beni-Suef University Faculty of Education Educational Psychology and Mental Health Department Effectiveness of Training Program in Limiting the Defects of Learning Disabilities Precursors of Kindergarteners and Its Effect on Their School Readiness MA Thesis Submitted in Fulfillment of the Requirements of Master’s Degree in Education, Educational Psychology Department Prepared by Marwa Mukhtar Boghdady Demonstrator at Educational Psychology Department Supervised by Dr. Mohamed H. Said H. Lecture of Educational Psychology F. o. E. at Beni-Suef University Prof. A. Fawkia A.E. Abd El Fatah Assistant Prof. of Educational Psychology and the Head of Psychology and Mental Health Department F. o. E. at Beni-Suef University 2008 Summary Introduction: When children join primary education stage and fail to learn despite their competence, we can consider them as having reading, writing or mathematics disabilities. So, we should recognize such children in order to make the early necessary interventions that can prevent the appearance of the sub-problems. But in most cases, we wait until they reach primary education stage. That’s why, much more attention is being given now to recognize and encourage such children and identify their problems besides introducing the solutions and programs that develop their abilities and competence. To achieve this, all the efforts should be exerted in pre-school stage in which there is a relation between kindergarteners' pre-academic skills - represented in numbers recognition, shapes recognition, colors recognition, letters recognition, and phonological awareness - and their school readiness. These skills are considered the base upon which the academic study can be built later on, so they are responsible to a great extent for the subsequent academic learning disabilities. In terms of what mentioned, the problem of the study can be determined in identifying the effectiveness of a training program in limiting the defects of kindergarteners' learning disabilities precursors and its effect on their school readiness through answering the following questions: First main question: Are there differences between the experimental group and the two control groups in the pre-test of pre-academic skills and school readiness? This main question can be divided into the following sub-questions: 1- Are there differences between the experimental group and the first control group in the pre-test of pre-academic skills and school readiness? 2- Are there differences between the experimental group and the second control group in the pre-test of pre-academic skills and school readiness? 3- Are there differences between the first control group and the second control group in the pre-test of pre-academic skills and school readiness? Second main question: Are there differences between the experimental group and the two control groups in the post-test of pre-academic skills and school readiness? This main question can be divided into the following sub-questions: 1- Are there differences between the experimental group and the first control group in the post-test of pre-academic skills and school readiness? 2- Are there differences between the experimental group and the second control group in the post-test of pre-academic skills and school readiness? 3- Are there differences between the first control group and the second control group in the post-test of pre-academic skills and school readiness? Third main question: Are there differences between the experimental group in the pre and post-test of pre-academic skills and school readiness? Fourth main question: Are there differences between the first control group in the pre and post-test of pre-academic skills and school readiness? Fifth main question: Are there differences between the experimental group and the two control groups in the follow up test of pre-academic skills and school readiness? This main question can be divided into the following sub-questions: 1- Are there differences between the experimental group and the first control group in the follow up test of pre-academic skills and school readiness? 2- Are there differences between the experimental group and the second control group in the follow up test of pre-academic skills and school readiness? 3- Are there differences between the first control group and the second control group in the follow up test of pre-academic skills and school readiness? Sixth main question: Are there differences between the experimental group in the post and follow up test of pre-academic skills and school readiness? Seventh main question: Are there differences between the first control group in the post and follow up test of pre-academic skills and school readiness? Objectives of the study: The current study aimed at: developing a training program through some suitable activities for kindergarteners, identifying the effectiveness of this program in limiting the defects of pre-academic skills: numbers recognition skill, shapes recognition skill and colors recognition skill, and identifying the effect of this on the school readiness of those children and the remaining effect of the program on developing these skills and school readiness of those children. Significance of the study: The early diagnose of those who have learning disabilities is considered very important to the extent that remedial interventions become ineffective with late diagnoses . In this case, types of disabilities interfere and become less diagnosable and less remediable. That’s why it was important to identify the defect in some pre-academic skills as learning disabilities precursors of kindergarteners and to develop the suitable training programs for limiting this defect and overcoming the side effects that result from it. Also, school readiness becomes a priority in education in the 21th century. Besides, it gains importance as a main aim of pre-school programs. That’s why many researches call for giving more attention to readiness with child’s kindergarten entrance time to achieve maximum levels of success in the subsequent stages of education. The current study provides a program to develop school readiness in an indirect way as a means which enables at-risk children to enter school ready to learn and succeed. Method of the study: The experimental method was used because of its suitability for the nature and objectives of the study. It was depended on the three groups design; an experimental group and two control groups with the pre, post and follow up tests of study variables. The pre-academic skills and school readiness were the dependent variables, whereas the program was the independent variable. Sample of the study: The study sample included (19) children in KG (II) in Shagarat El-Dor kindergarten in Beni-Suef; (12) of them were at risk and (7) of them were ordinary children. At-risk children were divided into two groups; experimental group (6 children ) exposed to the training program and first control group (6 children) didn’t expose to the program, whereas the ordinary children (7 children)represented the second control group. Tools of the study: In achieving study objectives, it was depended on the following tools: 1- Stanford Binnett Intelligence Scale (4th ed.). Translated by Lewis Kamel Meleka ( 1998). 2- Rapid Neurological Scan Scale. Prepared and translated by Abd El-Wahab Mohamed Kamel ( 2001 ). 3- Social, Economic, Cultural Scale of the Egyptian Family. Prepared by Mohammed Bayomy Khalel. ( 2003 ). 4- Battery of Assessming the Defects in Pre-Academic Skills. Prepared by Adel Abd-Allah (2005b) and modified by the researcher. 5- School Readiness Scale. Prepared by Adel Abd Allah ( 2005 A ). 6- The training program prepared by the researcher. Statistical treatment of the study: The study used nonparametric statistical treatments suitable for examining study hypotheses such as Kruskal-Wallis, Mann-Whitney, and Wilcoxon tests. The entire statistical treatments were made by SPSS (v. 12). It was used also path analysis by Lisrel 8.8 in order to examine the reliability of some study tools. Results of the study: By using suitable statistical treatments and diagrams, study results revealed the effectiveness of the training program in developing the pre-academic skills (numbers recognition, shapes recognition, colors recognition and total score) of the experimental group which affected positively their school readiness (social development, the attitude towards learning, communication and language, cognitive development and general information, physical health and safety, motor skills, and total score). Also, there was a retention to the program effect on the pre-academic skills and school readiness. The study revealed the following results: In terms of pre-academic skills: - There were no significant differences between means of ranks of the experimental group and the first control group in the pre-test of pre-academic skills and the existence of differences between them in the post test in favor of the experimental group. - There were significant differences between means of ranks of the experimental group in the pre and post test of pre-academic skills in favor of the post test, whereas there were no differences in the pre and post tests of pre-academic skills for the first control group. - The differences between the experimental group and the second control group decreased in the post test than the differences between them in the pre-test nearly to less than the half, whereas the size of these differences increased between the first control group (at risk children who didn’t exposed to the program ) and the second control group ( the ordinary children ). - The retention of the program effect on limiting defects of some learning disabilities precursors of the experimental group, there were no significant differences between means of raks of the experimental group in the post and follow – up tests of the pre- academic skills. Differences size between the experimental group and the second control group in the follow up test was less than differences size between them in the post test. In terms of school readiness: - There were no significant differences between means of ranks of the experimental group and the first control group in the pre-test of school readiness and the existence of differences between them in the post test in favor of the experimental group. - There were significant differences between means of ranks of the experimental group in the pre and post test of school readiness in favor of the post test, whereas there were no differences in the pre and post tests of school readiness for the first control group. - The differences between the experimental group and the second control group in school readiness decreased in the post test than the differences between them in the pre-test nearly to less than the half, whereas the size of these differences increased between the first control group (at risk children who didn’t exposed to the program ) and the second control group ( the ordinary children ). - The retention of the program effect on limiting defects of some learning disabilities precursors of the experimental group, there were no significant differences between means of raks of the experimental group in the post and follow – up tests of school readiness. Differences size between the experimental group and the second control group in the follow up test was less than differences size between them in the post test. The current study results were discussed and interpreted in terms of review of literature and studies relevant to the study topic. Also, some recommendations and suggested researches were presented as the current study results showed the need for them.

PHD Title

The Effect of Study Skills on Reducing Learned Helplessness of Primary Stage Underachiever Students

PHD Abstract

Beni-Suef University Faculty of Education Educational Psychology and Mental Health Department The Effect of Study Skills on Reducing Learned Helplessness of Primary Stage Underachiever Students A Dissertation Submitted in Fulfillment of the Requirements of Doctor Degree in Philosophy of Education, Educational Psychology Department Prepared by Marwa Mukhtar Boghdady Assistant Lectural at Educational Psychology Department Supervised by Prof. Fawkia A.E. Abd El Fatah Prof. of Educational Psychology F. o. E. at Beni-Suef University Prof. Soliman M. Soliman Prof. of Educational Psychology and the Head of Psychology and Mental Health Department F. o. E. Beni-Suef University 1432-2011 Introduction: Scholar achievement is considered an aim which students in all educational stages seek because many things depend on it such as personality development, self-achievement, self-confidence, satisfaction, control and the need for discovery. Successful study needs - besides the suitable abilities for the kind of study - the provide of study habits and skills for students which have positive effect on academic performance, but these effects differ largely according to the educational stage. Despite its importance, there was no enough interest in these study skills in classrooms. When students get low marks in tests, it doesn’t due necessarily to their low mental abilities, their low degree of intelligence or their weak variables of personality, but it dues to their need to good study skills. That’s why underachiever students expose repeatedly to unsatisfied results and so they think that they can’t improve despite the exerted effort, this is named “Learned Helplessness”. The pilot study the researcher made, reveals the existence of negative significant relationship between study skills and learned helplessness level of underachievers in the sixth grade, besides the increase of learned helplessness rate among them compared with their normal peers. Accordingly study problem can be determined through the following main question: Is there effect of study skills on reducing learned helplessness of primary stage underachiever students? This question can be divided into the following sub questions: 1. Is there difference between the experimental group and the control one in the post test of learned helplessness?. 2. Is there difference between the experimental group in the pre and post tests of learned helplessness?. 3. Is there difference between the control group in the pre and post tests of learned helplessness?. 4. Is there difference between the experimental group in the post and follow up tests of learned helplessness?. Study Aims: The current study aims at developing a training program based on study skills (skills of concentration, motivation, reading, time management, test taking and taking notes) of primary stage underachiever students and exploring the effect of this on decreasing learned helplessness of those students and the extent of program’s remaining effect on decreasing their learned helplessness. Study significance: A) Theoretical significance: 1- The value of study skills and its positive effect on academic performance. 2- Despite study skills value, enough attention has not been paid for it from teachers to students. 3- The insufficient and ineffective students' acquisition of study skills. 4- Many teachers and head masters are not aware of study skills and its acquisition methods to students. B) Practical significance: 1- The current study contribute to developing a program that can be useful to teachers and educators in this. 2- The psychological positive effects of Underachievers, besides increasing achievement level which are considered a result of decreasing learned helplessness of those students. 3- Acquiring those students (Underachievers with learned helplessness) these skills may be useful to their academic future in the coming learning stages. Methodology: The semi experimental method has been used because of its suit to study aims and nature. It has been depended on two groups design; experimental group and control one, and pre, post and follow up tests of study variables. learned helplessness is the dependant variable and the program is considered the independent variable. Sampling: A) The pilot Sample: It included 128 students in the sixth grade in El-Helal primary school in Beni-Suef (69 males and 59 females), their age mean is 11.62 years old and standard deviation of 0.13 and its aim determined in: 1- Exploring the rate of learned helplessness spread among underachievers (who include 47 students, 35 of them with learned helplessness) and among normal students (who include 54 students, 5 of them with learned helplessness). This percent among underachievers was rated 74.47%. where as it was rated 9.26% among the normal students. 2- Determining the relationship between study skills and learned helplessness that has been – 0.49 and this is high, negative and significant at 0.01. 3- Determining the relationship between achievement and learned helplessness that have been – 0.43 and this is high, negative and significant at 0.01. 4- Exploring the validity and reliability of the tools used in the current study. B) Main Sample: It included 13 underachievers student in the sixth grade in El-Helal primary school in Beni-Suef, and were divided into two groups; experimental group included 6 students exposed to the training program; control group included 7 students didn’t expose to the training program. Main sample has been chosen from El-Helal primary school because of the increase numbers of students besides the cultural, social and economic levels of students are matched according to students data records. Instruments: It has been used the following tools: 1- Raven Intelligence Test : developed by Raven and standardized by Foad Abu Hatab (1977) on the Arabian environment. 2- Rapid Neurological Scan Test: translated and standardized by Abd El-Wahab Kamel (2001). 3- Developed Cultural, Economic and Social Level Scale of Egyptian Family by Mohamed Bayomi Khalel (2003). 4- Study Skills Scale developed by the researcher. 5- Learned helplessness scale developed by the researcher. 6- The program developed by the researcher. Statistical treatment: It has been used non-parametric statistical styles suitable for testing study assumptions which include Mann-Whitney Test and Wilcoxon Test. SPSS (v.12) used in statistical treatments. Results: Study results reveal the existence of significant differences between means of ranks of the experimental group (the underachievers who exposed to the program) and the control group (the underachievers who didn’t expose to the program) in learned helplessness post test in favor of the experimental group in learned helplessness. Study results also reveal the existence of significant differences between means of ranks of the experimental group in the pre and post tests of learned helplessness in favor of the post test. Results also reveal the retention of the program in developing learned helplessness of experimental group where there are no significant differences between means of ranks of the experimental group in the post and follow up tests of learned helplessness. The current study results were discussed and interpreted in terms of review of literature and studies relevant to the study topic. Also, some recommendations and suggested researches were presented as current study results showed the need for them.