The Support For Difficulties In Learning To Read And Write In Arabic Among Primary School Students Through Addressing Deficiencies In The Cognitive Psychological Processes Responsible For Them

Abstract

From a viewpoint that combines educational practice with clinical psychological intervention, this study intends to offer a professional experience in therapeutic-educational intervention for reading and writing learning challenges in Arabic among elementary school students. A field experiment was done using a therapeutic approach based on correcting the cognitive processes linked to visual and auditory perception of letters and words across three different age groups—second, fourth, and fifth grades—given the central relevance of language acquisition in the evolution of academic knowledge and skills.
The therapeutic intervention was based on an integrative model that uses three specialized teaching strategies: (1) training deficient cognitive processes, (2) using the student's preferred cognitive process in learning, and (3) a balanced therapeutic intervention that strengthens strengths and addresses weaknesses in cognitive processes. With the involvement of both teachers and parents in supporting the therapeutic process, a series of exercises and practical activities carried out both inside and outside the classroom formed a corrective toolkit.
The findings confirmed the efficacy of this therapeutic approach and its possible generalization as an early intervention tool to assist students with learning challenges by showing a notable rise in reading and writing levels among the targeted students within a short time. The study advises more experimental research to confirm the efficacy of these strategies in several educational settings as well as broadening their use.