صعوبات التعلم وعلاقتها بفرط النشاط لدى عينة من تلاميذ الشق الأول من وجهة نظر المعلمين بمدينة المرج

Abstract

This study aims to propose a conception of the educational aspects of hyperactivity disorder and their relation to learning difficulties. To achieve this goal, the researcher has reviewed some of the literature studies which addressed this topic from multiple angles. The study focused on identifying characteristics to improve the performance of academic students. The study has reached to the fact that the educational difficulties for the students who have hyperactivity focused on some major aspects. These aspects related to reading which show clearly the developmental difficulties of this category of children. The results of previous studies have shown that the use of stereoscopic and educational tools greatly affected the improvements of education for this group. The research also urged to train teachers on appropriate strategies to teach these students and modify their behavior through positive strategies such as stimulus. Results of the study:
This study reached to the following results:
1. There are statistical significant differences between the theoretical mean and the actual mean at the level of ( 0.05).
2. There are statistical significant differences between the theoretical mean and the actual mean in the degrees of the scale of reading difficulties.
3. There is a strong correlation with statistical indication between the degrees of hyperactivity and reading difficulties which can be interpreted according to the theory of knowledge which believes that excessive activity leads to the difficulty of reading.