جامعة عني مشص حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( http://www.aafu.journals.ekb.eg )دوزية علنية حملنة( كلية اآلداب الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة املشتخلص Maiam.Salehh@yahoo.com Ali_Muhammed22@gmail.com مجيع حقوق الطبع والنشس حمفوظة حلولية كلية اآلداب جامعة عني مشص 0202.
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( F.Galton (Racheal R. Gliniak, 2014) Specific Learning Disabilities (SLD). (David Giofrè, et al,2017).(david Giofrè and Cesare Cornoldi,2015) (Jeanette Berman and Ian Price, 2013). (Jeanette Berman & Ian Price, 2013)..( David Giofrè and Cesare Cornoldi,2015) L.Terman S.Binet 290
م ق از ن ة )اإل ص د از الس اب ع ( للركاء الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس لل أ ط ف ال ذ و ي اخل ام ص ( ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از ص ع وب ات ت ع ل ه القساءة W.Stern مسيه صاحل حشن عثنان على حمند على عبدزبه M.Merrill (100) G.Roid D.Wechsler ڨ Wechsler (WISC) Intelligence Scale for Children (WISC) ڨ (VIQ) Verbal Intelligence Quotient Performance Intelligence Quotient (PIQ) Full Scale Intelligence Quotient (FSIQ) (WISCR) Verbal Perceptual (FSIQ) (WISCIII Comprehension Index(VIQ) Reasoning Index (PIQ) (POI) Processing Speed Index (PSI). (VIQ) (FDI) 291
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( Marley, (Watkins, W and Styck, Kara M,2016). (WISCIV) (2003) (VCI) Working Memory Index (PRI (FSIQ) (PSI General Ability Index GAI) (WMI) Prifitero, Weis, Saklofske, (1998) Cognitive Proficiency Index(CPI) Dumont and Willis (2002) (GAI) (PSI (PRI (WMI) (VCI (GAI) (CPI), GAI) (CPI) CPI) (GAI) 292
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه (GAI), (CPI) (CPI, (GAI) (Donald H. Saklofske,et al,2010). Learning Disability(LD) (SLD.(David Giofrè,et al,2017) (FSIQ) (Diagnostic and DSM5) Statistical Manual of Mental Disorders, Fifth Edition) (Cesare FSIQ) Cornoldi,et al,2014).(h. Lee Swanson,2009) 293
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( Dyslexia Aphasia National NJCLD Joint Committee on Learning Disabilities 294
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه Frank R. Brown,et al,1992,2. (Frank R. Brown,et al,1992) Development Learning Disabilities Academic Learning Disabilities 295
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( Reading Dys Dyslexia Lexia (Adlof,Suzanne M.,Hogan,Tiffany P.,2018) Dyscalculia (Education Letter,2014) Mathematics 296
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه Dysgraphia Written Language.(Frank R.Brown, et al,1992) neurological irregularity (The neurological "deficits (Frank R.Brown,et al,1992) 292
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( (DSM5 (SLD Borderline.( Poletti, Michele,2016 ; David Giofrè,et al,2017) 292
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه Swanson, (1966 299
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( 300
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه John Lukens and Rose Marie Hurrell,1996) 301
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( De ClercqQuaegebeur Maryse, et al, 2010) Montes, Liza E.,et al,2010 Jeanette Berman and Ian Price, 2013 Cognitive Assessment System(CAS) (CAS) (CAS) (Dawn Sharee Baker, 2013 ADHD (ADHD) 302
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه Cesare Cornoldi, et al,2014 (GAI (FSIQ) (CPI (CPI (GAI David Giofrè and Cesare Cornoldi,2015) (GAI (CPI) (IQ) Poletti, Michele,2016 303
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( (CPI (GAI CPI (GAI) (CPI GAI David Giofrè,et al,2017 (GAI (FSIQ CPI) SLD (VCI) (WMI) (PRI) (PSI) (FSIQ) (GAI) (CPI (GAI) 304
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه 305
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( (DSM5 Gale Roid (WISCIV (Full Scale IQ) (VCI) (PRI) (WMI) 306
م ق از ن ة )اإل ص د از الس اب ع ( للركاء الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس لل أ ط ف ال ذ و ي اخل ام ص ( ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از ص ع وب ات ت ع ل ه القساءة (PRI) مسيه صاحل حشن عثنان على حمند على عبدزبه (spss 1.59 1.50 2.30 2.95 1.60 86.67 80.73 91.27 88.07 92.72 2.09 2.19 2.09 6.34 3.84 93.57 97.30 90.20 102.02 83.30 3.51 1.81 CPI 4.60 99.80 1.56 1.72 GAI 6.39 2.85 98.03 85.50 302
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( David Poletti, David Giofrè.et al,2017 Cesare Cornoldi.et al,2014 Giofrè and Cesare Cornoldi,2015 Michele.2016 CPI) 302
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه (GAI 2.763 2.559 3.954 2.354 2.096 1.583 85.47 87.73 83.23 83.33 93.57 86.67.82 ** **. Correlation is significant at the 0.01 level (2tailed). 309
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021(.09.56.60.45.46.25.04.44.62.55.58.56.77.76 1.19 2.19.79.50.61.66 (Constant) 310
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه.95.00.002.00.04.14.35 4.12 3.40 13.17 2.16 1.51 1.03 (Constant) 311
حوليات آداب عني مشص اجمللد 49 )عدد ينايس مازض 2021( 312
الق د ز ة الت ن ي يز ي ة ل ن ق ي اض وكشلس للركاء )اإل ص د از الس اب ع ( م ق از ن ة ب ن ق ي اض س ت ان ف وز د ب ي ن ي ه ل لر ك اء )اإل ص د از اخل ام ص ( لل أ ط ف ال ذ و ي ص ع وب ات ت ع ل ه القساءة مسيه صاحل حشن عثنان على حمند على عبدزبه Abstract The Differentiating Ability of Wechsler Scale (Fourth Edition) When Compared With Stanford Binet Intelligence Scale (Fifth Edition) For Children With Learning Disability By Mariam Saleh Hassan And Ali Mohammed Ali The purpose of this study is to identify the differentiating ability of Wechsler scale fourth edition in differentiating learning disability cases when compared with Binet scale fifth edition and to identify the distinguished cognitive areas in children with learning disability on both scales. The sample of this study is composed of 30 students, 19 of them are males while 11 are females. The age ranges between 912 years, with an average age of 10.06 for males with a standard deviation of 0.88, and an average age of 10.13 for females with a standard deviation of 0.84. Social and Economic Level scale and difficult reading scale for children and adolescents were used in this study. Also, the Battery of Assessment and Diagnostic scales for academic learning disability was used in this study. Additionally, Wechsler scale for children and adolescents fourth edition (616 years) as well as Binet scale fifth edition were used in this study. The results of this study showed that the average of the total score in Binet scale fifth edition was higher than the average total score of Wechsler scale. There is a correlation between Wechsler scale fourth edition and difficult reading in total score and the Verbal Comprehension Index(VIQ) and Perceptual Reasoning Index (PIQ) when compared with the correlation in Binet scale and learning disability in analyzing inference. The results of this study indicate that there is a differentiation ability for Wechsler scale fourth edition in differentiating learning disability cases when compared with Binet scale fifth edition. 313
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