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Faculty of education Educational Psychology dep. The Role of Comprehension Strategies In Improving Working Memory Performance A Thesis Presented To Get PHD Degree in Education Educational Psychology Dep. BY Tarek Mohammed Abd El-nabi Ali Amer Supervised By Dr. Sabry Moh. Ismail Attia Lecture of Educational Psychology Faculty of Education - Monefia University Professor Lotfy Abd El-Bast Ibrahim Professor of Educational Psychology Faculty of Education - Monefia University 1430 – 2009 Search Summery 1- Search Introduction : The Scientists of Education Paid A Great Attention From The Dawn of The Last Century For The Learner's Ability Of Reading Which Is Considered The Basic Stone In Human Learning Specially In Most of Learning Researches . Also, Through The Last Decades , The Scientists Of Education Became Aware That Learners Treat The Cognitive Tasks With Traditional Comprehension Strategies. Most Modern Researches In The Field of Cognitive Psychology Concentrated on The Early Intervention In The First Stages of The Appearance of The Academic Problems In Order To Identify And Diagnose And Stand Against These Problems. 2- Search Problem : The search problem is summarized in the following question :-  Is There a Relation Between Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) and Reading Comprehension Levels (Direct - Critical - Deductive) for Second Prep. Pupils?  Is There a Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) ?  Is There a Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Training Strategy of Reading Comprehension (Traditional- Summarizing – Questioning - Predicting)?  Is There a Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Strategy View (Visual - Auditory Visual) ?  Is There a Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Strategy View (Visual - Auditory Visual) ?  Is there Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Reading Comprehension Levels (Direct - Critical - Deductive)?  Is there Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual)? 3- Search Aims : The present search is aim to :  Investigate the Relation Between Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) and Reading Comprehension Levels (Direct - Critical - Deductive) for Second Prep. Pupils.  Investigate the Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) .  Investigate the Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting).  Investigate the Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Strategy View (Visual - Auditory Visual) .  Investigate the Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Strategy View (Visual - Auditory Visual) .  Investigate the Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Reading Comprehension Levels (Direct - Critical - Deductive).  Investigate the Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual). 4- Search Importance : The importance of the study appears in the following : **The theoretical importance: 1- We Live In A Huge Information Revolution Which Requires That The Learner Should Comprehend What He Is Reading To Follow More And More . Which it One Of The Most Important Necessary Skills Which Success In Many Of Other Skills Depends On So It Is Fundamental In Learner 'S Success . 2- The Common Type Of Learning In The Governmental And Special Education Concentrates Greatly On Memorizing And Remembering , Due To The Great Amount Of Information That The Educational System Imposes On Our Sons In Schools In A Form That They Can Not Comprehend So These Strategies Used In The Recent Research (Summarizing-Questioning-Prediction) Are Considered A Solution To Overcome The Great Amount Of Information Through Comprehending And Conceiving It . 3- The Efficiency Of These Strategies In Improving The Performance Of Working Memory For The Students Of The Second Range In The Stage Of Basic Education And This Is A Significant Educational Aim Which Most Educational Systems With Its Different Trends And Philosophies Seek For Achieving . This Aim Rises And Grows In The Shade Of Many Studies And Researches That Studied The Memory Generally The Working Memory Particularly and Which Indicate That The Working Memory Can Be Improved And Its Efficiency Can Be Increased Through Using The Suitable Strategies Of Comprehension. 4- Directing The Sight Of The Learners For The Necessity Of Taking Care Of The Individual Differences Among Learners Through The Great Number Of Comprehension Strategies Of Their Pupils According To The Pupils' Level. 5- Directing The Attention Of The Researchers To The Role Of The Working Memory That Plays An Important Role In All Types Of Thinking , Solving Problem , Linguistic Comprehension Besides Reading And Mathematical Ability As It Makes The Integration And Orientation Among The Processes, The Final Product And The Sub Results ; Consequently It Needs More Researching. 6- Experimenting And Training Become An Impending Necessity In The Light Of Studies And Previous Researchers As The Different Strategies With Students Affect Providing Them With Their Chances Of Advance And Progress. ** The applying importance appears in: 1- The Research May be Contribution In Rearranging The Curriculums And Designing The Effective Educational Strategies Concerning The Students And Their Mental Features. 2- Presenting A Number Of Educational Recommendations That Benefit The Teachers And The Parents In Treating With Their Sons. 3- Erecting A Test For A Reading Comprehension Goes With The Nature Of Pupils In The Second Prep Grade Up On The Comprehension Levels (Professional-Critical-Deductive) 4- Preparing A Number Of The Tasks Of Working Memory (Verbal – Numbering –Visual Spatial) 5- Preparing Three Strategies For Comprehending The Text (Summarizing-Questioning-Prediction) For Improving The Performance Of Working Memory. 5- Search Terms : The search terms is:- • Comprehension • Reading Comprehension • Strategy • Reading Comprehension Strategy = Summarizing = Questioning = Predicting • Working Memory 6- Search Hypotheses: The search Hypotheses in the following:-  There are no Relation Between Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) and Reading Comprehension Levels (Direct - Critical - Deductive) for Second Prep. Pupils?  There are no Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) ?  There are no Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Training Strategy of Reading Comprehension (Traditional- Summarizing – Questioning - Predicting)?  There are no Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Strategy View (Visual - Auditory Visual) ?  There are no Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Strategy View (Visual - Auditory Visual) ?  There are no Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Reading Comprehension Levels (Direct - Critical - Deductive)?  There are no Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual)? 7- Search Limited: The present research has the following limits : - The sample : The sample of the research includes a group of the pupils of the second prep grade numbered (45) male in the city of Kafr EL-Shikh and their ages range from (13-14) years with an aging mean 13.3 year and with deviation 1.232 and the sample was divided in to two groups according to the purpose of the research and they were divided as follow :  The exploring group N= 25  The experimental group N=20 - The instruments : it contain:  General actual ability test for ages (12-14) by Faroq Ab. Fath. Mosa (2002).  Socio-economic status scale by Adel El-Said Elbana (1996).  Reading comprehension scale . prepared by/ the researcher .  Some of Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) . prepared by/ the researcher .  Reading comprehension strategies (Summarizing – Questioning - Predicting) . prepared by/ the researcher . - The Terminology: researcher use:  Descriptive Analytic Terminology  Experimental Terminology - The used method in the research: The researcher used the analytical descriptive and experimental method. - The Time : From 15/3/2008 until 16/5/2008 - The Place: The lab of technological evolution in a- The school of the martyr/Hamdey for basic learning supervised by the educational administration of KafrEl-sheikh. b- The modern preparatory school for basic learning supervised by the educational administration of KafrEl-sheikh. 8- The static used in the research:  Measure of Centralism and Distraction .  Person Correlation  Mann Whitney Test  T.Test  Repeated Measure  LSD 9- Search Result: The search Result in the following:-  There are a Relation Between Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) and Reading Comprehension Levels (Direct - Critical - Deductive) for Second Prep. Pupils?  There are a Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) ?  There are a Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Training Strategy of Reading Comprehension (Traditional- Summarizing – Questioning - Predicting)?  There are a Differences in Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual) by Differences Strategy View (Visual - Auditory Visual) ?  There are a Differences in Reading Comprehension Levels (Direct - Critical - Deductive) by Differences Strategy View (Visual - Auditory Visual) ?  There are no Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Reading Comprehension Levels (Direct - Critical - Deductive)?  There are no Interaction Between Strategy View (Visual - Auditory Visual) and Training Strategy of Reading Comprehension (Traditional - Summarizing – Questioning - Predicting) on Working Memory Tasks Performance (Verbal – Numerical – Spatial Visual)?

Tanta University - Kafr El-Sheikh Faculty of Education Educational Psychology Dep. ( Some Cognitive and Noncognitive Variables for Sample Learning Disabilities and Normal ) A thesis presented by Tarek Mohamed Abd-Elnabi Ali Amer A Scholarship Candidate In Educational Psychology Dep. For the Master degree in Education " Educational Psychology " Supervised by Dr . Khairi el-moughazi bedeer agag Prof of Educational Psychology Associate Faculty of Education -Kafr El Sheikh -Tanta University Dr. Nassra Moh. Abd El Mageed Gilgil Associate Prof. & Head of Department of Educational Psychology Faculty of Education -Kafr El Sheikh -Tanta University Dr. Hanan abd-elfatah el-malaha Teacher Of Department Of Educational Psychology Faculty of Education -Kafr El Sheikh -Tanta University 1426-2005 Summary of study Introduction The first stage of the basic education is considered the most important stage in the learning process for it contains developing the most important skills through which a child can collect knowledge , mass development and acquiring the behavioral habits and principles , basic for growing up and being A man . The separation between the cognitive mental organization and the sentimental organization is not accept know , as the personality is undivided unit . the psychological researchers and studies have provide that the level of motivation affects negative or positive on performance levels in all fields Study importance The importance of this study lies in : Learning disabilities is one of the most important phenomena that faced lets interest from many researchers , for the student with learning disabilities from a big part in the different educational stages and it is exceeding . . This study assists educational specialists in knowing some characteristics of the learning disabilities characteristics ; besides presenting some suggestions advices and educational applications to help parents and teachers find out learning disabilities students . This may help in preparing and presenting ( revved – instructional – preventive and fun ) programs . This study is also intersected in learning disabilities in reading and maths . Reading is the oral learning language and it is the key of success in the different academic fields , a basic activity in learning others subjects . There is a general agreement among most of scientists that the key to succeed and be happy in life lies in forming a positive self picture most of learning failure is formal from forming and developing a positive academic self concept . It is also something rare to study such cognitive and noncognitive variable in the Arabic studies which may not be found at all . It also helps determine causes of the students failure or success in different academic situation this may help in interpreting what lies in their minds and many causes such hindrances and instability and minds and many affect their achievement , acquisition and harmony . We live in a society which is full of individual with relation with each other . These relation must be strengthened Social competence is considered a basic element to succeed in the society and realized social harmony . Its significance also lies in the individual self-perception that differs from a person to another in the normal what could it be for excepting . Study problem This recent study tries to answer following questions 1. what is the effect of each group type Gerber type and their interaction on some cognitive variables “ the academic self concept of , error performance , latency time “ of the fourth year basic primary stage students 2. what is the effect of each group type Gerber type and their interaction on some noncognitive variables “ the social competence , attribution for success and failure , self perception for learning disabilities “ of the fourth year basic primary stage students . goal of the study : they can be divided into two branches : a- Theoretical goals 1. discovering some cognitive characteristics that remark the maths and reading learning disabilities students from their normal peers 2. discovering some noncognitive characteristics that that remark the maths and reading learning disabilities students from their normal peers. b- Applicative goals 1. awareness teachers and parents about the significance of interfering and pre-exploration of learning disabilities cases besides defining items connected with these cases like “ underachieving , slow learning , mental retardation , and learning problems 2. presenting advices and suggestions to help teachers , educators and special education programs designers classify learning disabilities students then designing programs suitable for the nature of those students. Items Of Study • Noncognitive variable 1. Attribution for success and failure 2. Social competence 3. Self-perception of learning disability • Cognitive variable 1. Latency time 2. Error performance 3. Academic self concept • Learning disabilities 1. Reading learning disabilities 2. Maths learning disabilities study hypotheses 1. effects whoever group , gender type and their interaction on academic self concept of fourth grade students . 2. effects whoever group , gender type and their interaction on error performance and latency time of fourth grade students . 3. effects whoever group , gender type and their interaction on social competence of fourth grade students . 4. effects whoever group , gender type and their interaction on attribution for success and failure of fourth grade students . 5. effects whoever group , gender type and their interaction on self-perception for learning disability of fourth grade students . Limit of the study The following study is limited by :- The sample This study contains a sample of (48) learning disabilities students and ( 27) normal students without learning disabilities of the 4th primary grad their average age is between 9 and 11 year old and SD 0.334 from a sample ( 930 ) male / female sample . time in the period between 18/9/2004 to 18 / 12 /2004 place . From 24 Class Of 12 Schools Of Kafr El-Sheikh Public Schools In The Year 2004/2005 . Study tools • General actual ability test . • Quick neurological survey test . • Evaluation of adjustment list . • Pupil's behavior appreciation scale . • Matched paired checklist . • Maths learning disabilities diagnose . • Reading learning disabilities diagnose . • Social competence scale . • Students self-perception for ability • Attribution for success and failure scale . • Self-perception for learning disability . • Socio-economic status form . Static style • means and SD , Correlations • one way analysis ANOVA . • two way analysis ANOVA . • Scheffe -test . study results The study arrival to the following results :- 1. There are effects significant statistical for group type for “ NLD , RLD , MLD “ on academic self concept and it’s components in level 0.01 , while there are not significant statistical effects for gender type and interaction between them . 2. There are no effects significant statistical for group and gender type and interaction between them for “ NLD , RLD , MLD “ on error performance , its appear effects significant statistical for group type for “ NLD , RLD , MLD “ on latency time , but There are no effects significant statistical for gender type and interaction between them . 3. There are effects significant statistical for group type for “ NLD , RLD , MLD “ on social competence and some of it’s components ( present servicing , groups abilities , leadership , and total degree ) in level 0.01 , and for effects component in level 0.05 , helping and co-operating , bonding make “ at level 0.05 while there are not significant statistical effects for .the other level ” others comprehension , communication , changes factor “ , while there are not significant statistical effects for gender type and interaction between them . 4. There are effects significant statistical for group type for “ NLD , RLD , MLD “ on attribution for success and failure components in level 0.01 , while there are not significant statistical effects for gender type and interaction between them , that NLD student attribute their success or failure to effort and ability , but special LD student attribute their success or failure to easy of task , luck and helps of others . 5. There are effects significant statistical for group type for “ NLD , RLD , MLD “ self-perception for learning disability in level 0.01 , while there are not significant statistical effects for gender type and interaction between them .