International Journal of Psycho-Educational Sciences

10

Authors: Mourad Ali Eissa

The Purpose of this study was to explore the effect of a joint attention intervention program on improving joint attention and communication skills in children with autism disorder. Participants were ten children between the ages of five and seven who attended a school for children with developmental disabilities(Tarbya Fekrya). A pre-post design was used to examine the joint attention intervention program on on improving joint attention and communication skills of the target students. Findings from this study indicated the effectiveness of the joint attention intervention program on joint attention and communication skills in children with autism disorder. On the basis of the findings, the study advocated for the effectiveness of the joint attention intervention program on joint attention and communication skills in children with autism disorder. Keywords : joint attention, communication skills, children with autism disorder

11

Authors: Mourad Ali Eissa

The Purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities.. The participants in this study were 40 9th Graders with Reading Disabilities, selected from two schools located in Baltim Educational Edara. A pre- post design was used to examine the effectiveness of the phonological awareness intervention program on cognitive and metacognitive EFL reading comprehension of the target students. Findings from this study indicated the effectiveness of the a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities On the basis of the findings, the study advocated for the effectiveness of of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. Keywords : self regulated learning, cognitive reading comprehension metacognitive reading comprehension, 9th graders with reading disabilities

8

Authors: Fathi Abdul Hamid Abdul Kader and Mourad Ali Eissa

This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n= 30 boys)and control (n= 30 boys). ANCOVA and T.test were employed for data analysis. Findings from this study indicated the effectiveness of time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. On the basis of the findings, the study advocated for the effectiveness of time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy . Keywords :time management strategies instruction, academic time management, academic self efficacy, learning disabilities .

13

Authors: Mourad Ali Eissa

The Purpose of this study was to explore the effect of a phonological awareness intervention program on phonological memory,phonological sensitivity, and metaphonological abilities of preschool children at-risk for reading disabilities. The participants in this study were 40 preschool children selected from three preschools located within three elementary schools in Baltim Educational Edara. A pre- post design was used to examine the effectiveness of the phonological awareness intervention program on phonological memory ,phonological sensitivity, and metaphonological abilities of the target children. Findings from this study indicated the effectiveness of the phonological awareness intervention program on phonological memory ,phonological sensitivity, and metaphonological abilities of the target children. On the basis of the findings, the study advocated for the effectiveness of the phonological awareness intervention program employed on phonological memory ,phonological sensitivity, and metaphonological abilities of the target children. Keywords: phonological awareness, phonological memory ,phonological sensitivity, metaphonological abilities, preschool children at-risk for reading disabilities .

11

Authors: Mourad Ali Eissa

Phonological awareness is the ability to manipulate the individual speech sounds that make up connected speech. Little information is reported on the acquisition of phonological awareness in special populations. The purpose of this study was to explore the effectiveness of a phonological awareness training intervention on pre- reading skills of mentally retarded children. A total of 47 children mental retardation participated in this study. The sample was randomly divided into two groups; experimental (n= 24, 19 boys, 5 girls)and control (n= 23 , 20 boys and 3 girls ). ANCOVA and Repeated Measures Analyses were employed for data analysis. Findings from this study indicated the effectiveness of the program employed in improving pre- reading skills in the target children. Keywords. Phonological awareness, pre-reading skills, mentally retarded children