‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬ ) ١٦٥

Keywords: Spatial ability, Math Anxiety, Math learning disabilities ١ ٠,٦١٣ ** ٠,٦٧٣ ** ٨ ٠,٥٦٢ ** ٠,٦٣٢ ** ١٥ ٠,٦٣٩ ** ٠,٦٣٨ * * ٢ ٠,٥٣٧ ** ٠,٧٣٤ ** ٩ ٠,٤٨٩ ** ٠,٥٩٣ ** ١٦ ٠,٧١٦ ** ٠,٧٢٥ ** ٣ ٠,٤٩٦ ** ٠,٥٧٩ ** ١٠ ٠,٧٤١ ** ٠,٦٨٦ ** ١٧ ٠,٥٧٦ ** ٠,٦٩٤ ** ٤ ٠,٦٥٨ ** ٠,٦٤٣ ** ١١ ٠,٦٥٢ ** ٠,٧٠٦ ** ١٨ ٠,٥٨١ ** ٠,٧٠٨ ** ٥ ٠,٥٧٨ ** ٠,٧١٨ ** ١٢ ٠,٦٢٤ ** ٠,٦٤١ ** ١٩ ٠,٦٣٩ ** ٠,٦٧١ ** ٦ ٠,٥٠٦ ** ٠,٧١٩ ** ١٣ ٠,٥٧٤ ** ٠,٥٨٤ ** ٢٠ ٠,٦٦١ ** ٠,٧٢٦ ** ٧ ٠,٧٢٨ ** ٠,٦٧٧ ** ١٤ ٠,٦٢١ ** ٠,٦٥٧ ** ١ ٠,٦٩٣ ** ٠,٧٥٣ ** ٠,٥٨٥ ** ١١ ٠,٦٤٧ ** ٠,٦٥٦ ** ٠,٦٥٩ ** ٢ ٠,٤٦١ ** ٠,٧٥٤ ** ٠,٦٨٨ ** ١٢ ٠,٦٥٦ ** ٠,٦٦٩ ** ٠,٧٥٦ ** ٣ ٠,٦١٠ ** ٠,٥٤٨ ** ٠,٦٥٣ ** ١٣ ٠,٥٣٤ ** ٠,٧٠١ ** ٤ ٠,٥٢٨ ** ٠,٥٢٦ ** ٠,٧٠٢ ** ١٤ ٠,٦٣٦ ** ٠,٦٢٣ ** ٥ ٠,٥١٢ ** ٠,٦٦٧ ** ٠,٧٢٥ ** ١٥ ٠,٥٢٨ ** ٠,٧١٢ ** ٦ ٠,٥٥٥ ** ٠,٦٨٠ ** ٠,٦٥٠ ** ١٦ ٠,٥٩١ ** ٠,٧٥١ ** ٧ ٠,٦٤٣ ** ٠,٤٦٢ ** ٠,٦٧٣ ** ١٧ ٠,٥٨٨ ** ٠,٥٧٣ ** ٨ ٠,٦٤٦ ** ٠,٥٥٥ ** ٠,٥٣٨ ** ١٨ ٠,٦٤١ ** ٠,٤٤٧ ** ٩ ٠,٥٤٠ ** ٠,٥٥٣ ** ٠,٦٣٦ ** ١٩ ٠,٥٢٠ ** ١٠ ٠,٦١٢ ** ٠,٦٢٥ ** ٠,٧٠٧ ** ٢٠ ٠,٦١٢ **

‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬

showed a significant negative association between the spatial ability (spatial perception, mental rotation and spatial visualization) and math anxiety of MLD. There are also statistically significant differences between the pupils with MLD and normal-achieving pupils in the spatial ability and its dimensions for the sake of the normal-achieving and in the math anxiety for the sake of MLD. The results also showed that dimensions of the spatial ability are a significant predictor of math anxiety of pupils with math learning disabilities. 

‫ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ :

‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ،‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ . 

The Spatial Ability and its Relationship with Math Anxiety of Pupils with Math Learning Disabilities and Normal Achieving Pupils in the Primary Fourth Grade


Abstract:

The present study aimed to identify the spatial ability and its relationship with math anxiety of primary fourth grade pupils with math learning disabilities (MLD) and normal-achieving pupils. Sample of the study consists of (64) pupils (32 with math learning disabilities and 32 normal-achieving). It has been chosen from primary stage in the 4 th grade in some schools of the city of Abha. The study used two diagnostic measures of the math and reading learning disabilities (prepared by Al-Zayat, 2007) 

‫ﺍﳌﻜ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬ ‫ﺑﻘﻠﻖ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺎﻧﻴﺔ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻲ‬ ‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺑﺎﻟﺼﻒ‬ ‫ﻭﺍﻟﻌﺎﺩﻳﲔ‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬ ‫ﺗﻌﻠﻢ‬ ‫ﺻﻌﻮﺑﺎﺕ‬ ‫ﻤﻠﺨﺹ‬ :

  
	‫ﻤﻌﺭﻓﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒ‬ ‫ﻋﻼﻗﺘﻬﺎ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻘﻠﻕ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ . ‫ﻭﺘﻜﻭﻨﺕ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ) ٣٢ ( ‫ﹰ‬ ‫ﺘﻠﻤﻴﺫﺍ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﻋﻤﺭﻱ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ) ١١٤,٢١ ( ‫ﹰ‬ ‫ﺸﻬﺭﺍ‬ ، ‫ﻭﺍﻨﺤﺭﺍﻑ‬ ‫ﻤﻌﻴﺎﺭﻱ‬ ) ١,٨٣ ( ، ) ٣٢ ( ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻋﻤﺭﻱ‬ ‫ﺒﻤﺘﻭﺴﻁ‬ ) ١١٣,٥٨ ( ‫ﻭﺍﻨﺤﺭﺍﻑ‬ ‫ﹰ،‬ ‫ﺸﻬﺭﺍ‬ ‫ﻤﻌﻴﺎﺭﻱ‬ ) ٢,٢٠ ( ، ‫ﺘﻡ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﺎ‬ ‫ﻤﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﻤﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺃﺒﻬﺎ‬ . ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺍﺴﺘﺨﺩﻤﺕ‬ ) ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﺎﺀ،‬ ‫ﺘﺩﻭﻴﺭ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺒﻁﺎﻗﺎﺕ،‬ ‫ﻁﻲ‬ ‫ﺍﻟﻭﺭﻗﺔ‬ ( ‫ﻭﻤﻘﻴﺎﺱ‬ ‫ﻗﻠﻕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ) ‫ﺇﻋﺩﺍﺩ‬ : ‫ﺍﻟﺒﺎﺤﺙ‬ .( ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺴﺎﻟﺏ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ) ‫ﺍﻷﺒﻌﺎﺩ‬ ، ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ( ‫ﻟ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ . ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻜﺫﻟﻙ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ) ‫ﺍﻷﺒﻌﺎﺩ‬ ، ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ( ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ . ‫ﺃﻅﻬﺭﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﻘﻠﻕ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺒﺸﻜل‬ ‫ﺘﺘﻨﺒﺄ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺫﻭﻱ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ .

, Water level test, Card rotation test, Paper folding test, and Math anxiety scale (prepared by the researcher). The results - ١٧ - ‫ﺩﺍل‬ ‫ﺴﺎﻟﺏ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ،‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ . ‫ﻭﺠ‬ ‫ﻟﻌﺩﻡ‬ ‫ﹰ‬ ‫ﻭﻨﻅﺭﺍ‬ ‫ﺃﻭ‬ ‫ﺃﺠﻨﺒﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺩ‬ ‫ﻋﺭﺒﻴﺔ‬ - ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺩﻭﺩ‬ ‫ﻓﻲ‬ - ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺩﺭﺴﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ،‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬

  
	‫ﺔ‬ .	‫ﺍﻟﺤﺎﻟﻴ‬	‫ﺍﻟﺩﺭﺍﺴﺔ‬	‫ﺠﻭﺍﻨﺏ‬ ‫ﺃﺤﺩ‬ ‫ﺜل‬	‫ﻴﻤ‬	‫ﺍﻟﻌﻼﻗﺔ‬
	‫ﺍﻟﺘ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺘﻌﺎﺭﺽ‬ ‫ﻗﻠﺔ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻻﺤﻅ‬ ‫ﻭﻗﺩ‬ ‫ﻫﺫﺍ‬ ‫ﺍﻟﻘـﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﻲ‬ ‫ﻭﺍﻟﻌــﺎﺩﻴﻴﻥ،‬ ‫ﺍﻟﺭﻴﺎﻀــﻴﺎﺕ‬ ‫ﺘﻌﻠــﻡ‬ ‫ﺼــﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒــﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴــﺔ‬ ‫ﻓ‬ ‫ﺩﺭﺍﺴــﺘ‬ ‫ﺎ‬ McGlaughlin, Knoop, & Holliday. 2005) ( ، Osmon, Smerz, Braun, & Plambeck. 2006) ( ‫ﻭﺩﺭﺍﺴـﺔ‬ ‫ﺍﻟﺠﺎﻤﻌـﺔ،‬ ‫ﻁـﻼﺏ‬

‫ﻋﻠﻰ‬ ‫ﺃﺠﺭﻴﺘﺎ‬ ‫ﺍﻟﻠﺘﺎﻥ‬ Skagerlund & Tr ff. 2014) ( ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺒﺘـﺩﺍﺌﻲ،‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﺭﻴﺎﻀـﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻌﺎﺭﺽ‬ ‫ﺫﻟﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ،‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ van Garderen, 2006) ( ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ،‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻓـﻲ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ . ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻟﻘﻠﺔ‬ ‫ﹰ‬ ‫ﻭﻨﻅﺭﺍ‬ ‫ﻋﺭﺒﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﻋﺩﻡ‬ ‫ﻭﺘﻌﺎﺭﻀﻬﺎ‬ - ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺩﻭﺩ‬ ‫ﻓﻲ‬ - ‫ﻓـﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﻓـﺈﻥ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ،‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟ‬ ‫ﻫﺫﻩ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻴﻤ‬ ‫ﻔﺭﻭﻕ‬ ‫ﺜل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﺃﺤﺩ‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺍﻟﺤﺎﻟﻴ‬ ‫ﺔ‬ . ‫ﻭﻴﺫﻜﺭ‬ Geary. 2011p. 260) ( ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻷﻭﺠﻪ‬ ‫ﺍﺴﺘﻌﺭﺍﻀﻪ‬ ‫ﺨﻼل‬ ‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻥ‬ ‫ﻤﻌﺭﻭﻑ‬ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﺍﻟﻘﻠﻴل‬ ‫ﺃﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ - ‫ﺒﻴﻨﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ - ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ . ‫ﻻﺤ‬ ‫ﻤﺎ‬ ‫ﻤﻊ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻴﺘﻔﻕ‬ ‫ﻅﻪ‬ ‫ﻋﺭﺒﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻗﻠﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ - ‫ﻋﻠﻤ‬ ‫ﺤﺩﻭﺩ‬ ‫ﻓﻲ‬ ‫ﻪ‬ - ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺘﻲ‬ ‫ﺇﻻ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﺠﺩ‬ ‫ﻭﻟﻡ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ،‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ Lai et al. 2015) ( ، Passolunghi. 2011) ( ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺃﻅﻬﺭﺘﺎ‬ ‫ﺍﻟﻠﺘﻴﻥ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻓﻲ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ . ‫ﻴﻤ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ،‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺯﻴﺩ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻴﺴﺘﺩﻋﻲ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺜل‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﺎﻟﻴ‬ ‫ﺔ‬ . ‫ﻋﺭﺒﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺃﺠﻨﺒﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻟﻌﺩﻡ‬ ‫ﹰ‬ ‫ﻭﻨﻅﺭﺍ‬ - ‫ﺍﻟ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺩﻭﺩ‬ ‫ﻓﻲ‬ ‫ﺒﺎﺤﺙ‬ - ‫ﺩﺭﺴﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﻘﻠﻕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﻴﻤ‬ ‫ﻫﺫﺍ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ،‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺜل‬ ‫ﹰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻟﺤﺎﻟﻴ‬ ‫ﺔ‬ . ‫ﻟﻡ‬ ‫ﺤﻴﺙ‬ ‫ﺩﺭﺍﺴﺘﻲ‬ ‫ﺴﻭﻯ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﺠﺩ‬ Ferguson et al. 2015) ( ، (Maloney et al. 2012)

  
	٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
					-	١٨	-

‫ﻋﻠﻰ‬ ‫ﺃﺠﺭﻴﺘﺎ‬ ‫ﺍﻟﻠﺘﻴﻥ‬ ‫ﺒﻘﻠﻕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺃﻨﻪ‬ ‫ﻭﺃﻅﻬﺭﺘﺎ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ،‬ ‫ﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ . ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﺘﺤﺩﺩ‬ ‫ﺘﻘﺩﻡ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬  ‫ﻭﺒﻨﺎﺀ‬ ‫ﺒﺎﻟﺼﻑ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﻘﻠﻕ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﺴﺎﺅﻻﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ،‬ :

  
	‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ( ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ) ‫ﺍﻟﻌﻘﻠﻲ،‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ،‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ؟‬ . ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ) ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﺍﻟﻌﻘﻠﻲ،‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ،‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ( ‫؟‬ . ‫ﻗﻠﻕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ؟‬ . ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬	----	١ ٢ ٣ ٤

‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﻘﻠﻕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﺘﺴﻬﻡ‬ ‫ﻫل‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ؟‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ : ‫ﻤﻌﺭﻓﺔ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻬﺩﻑ‬ : ١ - ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ . ٢ - ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ . ٣ - ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻗﻠﻕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ . ٤ - ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﻘﻠﻕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﺇﺴﻬﺎﻡ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ : ‫ﺘﻜﻤﻥ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﺎﻟﻴ‬ ‫ﺔ‬ ‫ﻴﻠﻲ‬ ‫ﻓﻴﻤﺎ‬ : ١ - ‫ﺍﻟ‬ ‫ﻗﻠﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﻋﺩﻡ‬ ‫ﻋﺭﺒﻴ‬ ‫ﺔ‬ - ‫ﻓ‬ ‫ﻲ‬ ‫ﺍﻟﺒﺎﺤ‬ ‫ﻋﻠﻡ‬ ‫ﺤﺩﻭﺩ‬ ‫ﺙ‬ - ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﻘﻠﻕ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻯ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ . ‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬ ) ١٦٥ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﺃﻜﺘﻭﺒﺭ‬ ‫ﻟﺴﻨﺔ‬ ٢٠١٥ ‫ﻡ‬ - ١٩ - ٢ - ‫ﻤﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻘﺩﻤﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻤﻘﻨﻨﺔ‬ : ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﺨﺘﺒﺎﺭﺍﺕ‬ ) ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﺍﻟﻌﻘﻠﻲ،‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ،‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ( ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻭﻤﻘﻴﺎﺱ‬ ، ‫ﻭﺍﻟﺘﻲ‬ ‫ﻓ‬ ‫ﻭﺍﻟﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺘﻔﻴﺩ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻲ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻗﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ . ٣ - ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﺴﺘﻤﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﺘﺸﻜل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﺭﻴﻀﺔ‬ ‫ﺍﻟﻘﺎﻋﺩﺓ‬ ‫ﻫﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﻓﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﻟﻬﺎ،‬ ‫ﺘﺘﻌﺭﺽ‬ ‫ﹸ‬ ‫ﺘ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺤل‬ ‫ﻋﻠﻴﺔ‬ ‫ﺒﻨﻰ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ . ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻜﺘﺴﺏ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﹰ‬ ‫ﺘﺠﻨﺒﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﻭﺍﻟﻔﺎﻗﺩ‬ ‫ﻟﻠﻬﺩﺭ‬ ، ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﹰ‬ ‫ﻨﺴﺒﻴﺎ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﻨﻭﺍﺤﻲ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺤﺩﻭﺙ‬ ‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍ‬ ‫ﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻫﺅﻻﺀ‬ ‫ﻟﺩﻯ‬ . ٤ - ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺃﻨﻪ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻴﺔ،‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﻗﺩ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻨﻪ‬ ‫ﺘﺴﻔﺭ‬ ‫ﺩﻭﺭ‬ ‫ﻋﻥ‬ ‫ﺘﻜﺸﻑ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫‪‬ﻤﻜﻥ‬ ‫ﻴ‬ ‫ﺇﻋﺩﺍﺩ‬ ‫ﺍﻟ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺍﻟ‬ ‫ﻌﻼﺠ‬ ‫ﻴﺔ‬ ‫ﻭ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻤﻥ‬ ‫ﺘﺨﻔﻑ‬ ‫ﺃﻥ‬ ‫‪‬ﻤﻜﻥ‬ ‫ﻴ‬ ‫ﺤﺩﺓ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﻌ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻠﻡ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻫﺅﻻﺀ‬ ‫ﻟﺩﻱ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬ : ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ Spatial Ability : ‫ﻫﻲ‬ " ‫ﻭﺘﻭﻟﻴﺩ‬ ‫ﻭﺘﺤﻭﻴل‬ ‫ﺘﻤﺜﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺭﻤﺯﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺍﺴﺘﺭﺠﺎﻉ‬ " ) Linn & Petersen, 1985, 1482 .( ‫ﺍﻟﺘ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﻭﺘﺘﺤﺩﺩ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻠﻤﻴﺫ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ . ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﺘﺘﻀﻤﻥ‬ ‫ﺘﺼﻨﻴﻑ‬ ‫ﻭﻓﻕ‬ Linn & Petersen ) ١٩٨٥ ( ‫ﺜﻼﺜﺔ‬ ‫ﺃ‬ ‫ﺒﻌﺎﺩ‬ ‫ﺃ‬ ‫ﻫﻲ‬ ‫ﻓﺭﻋﻴﺔ‬ ‫ﻤﻜﻭﻨﺎﺕ‬ ‫ﻭ‬ : ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ، ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ . ‫ﺍﻹ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺩﺭﺍﻙ‬ Spatial Perception : ‫ﻫﻭ‬ " ‫ﺍﻷ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻓﺭ‬ ‫ﺍ‬ ‫ﺩ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻲ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﺭﺃﺴﻲ،‬ ‫ﺃﻭ‬ ‫ﺍﻷﻓﻘﻲ‬ ‫ﺍﻟﻤﻭﻀﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻷﺠﺴﺎﻡ‬ ‫ﺒﺘﻭﺠﻴﻪ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﹶﺸﺘﻴﺕ‬ ‫ﺘ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻋﻠﻰ‬ ) " Linn & Petersen, 1985, 1482 .( ‫ﻭﻴﺘﺤﺩﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻤﺎﺀ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ . ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ Mental Rotation : ‫ﻫﻭ‬ " ‫ﺍﻷ‬ ‫ﺘﺩﻭﻴﺭ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺜﻨﺎﺌﻴﺔ‬ ‫ﺸﻴﺎﺀ‬ ‫ﺃ‬ ‫ﻭ‬ ‫ﺍﻷ‬ ‫ﺜﻼﺜﻴﺔ‬ ‫ﺍﻟ‬ ‫ﻓﻲ‬ ‫ﻭﺩﻗﺔ‬ ‫ﺒﺴﺭﻋﺔ‬ ‫ﺒﻌﺎﺩ‬ ‫ﺩﻤﺎﻍ‬ ) " Linn & Petersen, 1985, 1483 .( ‫ﻭﻴﺘﺤﺩﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺒﻁﺎﻗﺎﺕ‬ ‫ﺘﺩﻭﻴﺭ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﺍﻟﺤﺎﻟﻴ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺔ‬ . ‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬ ) ١٦٥ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﺃﻜﺘﻭﺒﺭ‬ ‫ﻟﺴﻨﺔ‬ ٢٠١٥ ‫ﻡ‬ - ٢٠ - ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ Spatial Visualization : ‫ﻫﻭ‬ " ‫ﺍﻟﺨﻁﻭﺍﺕ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬ ‫ﹰ‬ ‫ﻤﻜﺎﻨﻴﺎ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‬ ) " Linn & Petersen, 1985, 1484 .( ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﻭﻴﺘﺤﺩﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻭﺭﻗﺔ‬ ‫ﻁﻲ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ . ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ Math Anxiety : ‫ﻫﻭ‬ " ‫ﻋﻨﺩ‬ ‫ﺴﻠﺒﻲ‬ ‫ﺸﻌﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻌﺎﻨﻲ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻭﺭﻴﺎﻀﻴﺔ‬ ‫ﻋﺩﺩﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﺘﻁﻠﺏ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ) " Maloney, et al., 2012, 380 .( ‫ﻗﻠﻕ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﹰ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ‫ﻭﻴﺘﺤﺩﺩ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ . ‫ﺍﻟﺭﻴﺎﻀ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻴﺎﺕ‬ Math Learning Disabilities : ‫ﻴ‬ ‫ﺍﻟﺯﻴﺎﺕ‬ ‫ﻌﺭﻑ‬ ) ٢٠٠٧ ، ٤١ ( ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ " ‫ﺇﺠﺭﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﺃﻭ‬ ‫ﻀﻌﻑ‬ ‫ﻭﺤل‬ ‫ﻭﻗﻭﺍﻨﻴﻨﻬﺎ،‬ ‫ﻭﻗﻭﺍﻋﺩﻫﺎ‬ ‫ﻭﺭﻤﻭﺯﻫﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻟﻐﺔ‬ ‫ﻭﻓﻬﻡ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ،‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﻭﺍﻟﻤﺴﺎﺌل‬

  
	" ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ . ‫ﻭ‬ ‫ﻭﻓﻘ‬ ‫ﺍﻟ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﺎ‬ ‫ﻟ‬ ‫ﺍﻟﺘﻘ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫ﺩﻴﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﺎﻟﻴ‬ ‫ﺔ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼل‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ) ‫ﺍﻟﺯﻴﺎﺕ،‬ ٢٠٠٧ ( ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺘﻌﻠﻡ‬ ٢١ ‫ﻓﺄﻜﺜﺭ‬ ‫ﺩﺭﺠﺔ‬ .
	‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﻌﺭﻑ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺼﻠﻭﻥ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻀﻤﻥ‬ ‫ﺘﻘﻊ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻻ‬ ‫ﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ) ‫ﺃ‬ ‫ﻱ‬ ‫ﺍﻷﺩﻨﻰ‬ ‫ﺍﻹﺭﺒﺎﻋﻲ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺃﻗل‬ ٢٥ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻟﻠﻌﻴﻨﺔ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ٪ ‫ﻫﺅﻻﺀ‬ ‫ﺒﺄﻨﻬﻡ‬ ‫ﹶ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬ ( ‫ﺫﻜﺎﺀ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ، ‫ﻤﺘﻭﺴﻁﺔ‬ ) ٩٠ -١١٠ ( ‫ﺍﻟﻤﻌﺩل‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺫﻜﺎﺀ‬ ‫ﻭﻜﺴﻠﺭ‬ ‫ﺒﺎﺨﺘﺒﺎﺭ‬ ‫ﹸﻘﺎﺱ‬ ‫ﺘ‬ ‫ﻜﻤﺎ‬ ) ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ، ‫ﺍﻟﻌﺎﺩﻴ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺃﻤﺎ‬ ‫ﻭ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺭﺠﺘﻬﻡ‬ ‫ﻓﺘﻘﻊ‬ ‫ﻥ‬ ٥٠ -٧٥ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻟﻠﻌﻴﻨﺔ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ٪ ‫ﻋﻠﻰ‬ ‫ﺍﻻ‬ ‫ﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ) ‫ﺃ‬ ‫ﻱ‬ ‫ﻭﺍﻟﻭﺴﻴﻁ‬ ‫ﺍﻷﻋﻠﻰ‬ ‫ﺍﻹﺭﺒﺎﻋﻲ‬ ‫ﺒﻴﻥ‬ ( ‫ﺫﻜﺎﺀ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ) ٩٠ -١١٠ ( ‫ﺍﻟﻤﻌﺩل‬ ‫ﺍﻷﻁﻔﺎل‬

‫ﻟﺫﻜﺎﺀ‬ ‫ﻭﻜﺴﻠﺭ‬ ‫ﺒﺎﺨﺘﺒﺎﺭ‬ ‫ﹸﻘﺎﺱ‬ ‫ﺘ‬ ‫ﻜﻤﺎ‬ ) ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ، ‫ﺤﺭﻜﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺴﻤﻌﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺒﺼﺭﻴﺔ‬ ‫ﺇﻋﺎﻗﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻴﺭﺠﻊ‬ ‫ﺃﻥ‬ ‫ﺩﻭﻥ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺤﺩﻭﺩ‬ : ‫ﺤﺩﻭﺩ‬ ‫ﺘﻤﺜﻠﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺤﺎﻟﻴ‬ ‫ﺔ‬ ‫ﻤ‬ ‫ﻭﺃﺒﻌﺎﺩﻫﺎ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﹰ‬ ‫ﻭﻀﻭﻋﻴﺎ‬ ) ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﺍﻟﻌﻘﻠﻲ،‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ،‬ ( ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺒﻌﻴﻨﺔ‬ ‫ﹰ‬ ‫ﻭﺒﺸﺭﻴﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ) ‫ﻥ‬ = ٣٢ ( ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ) ‫ﻥ‬ = ٣٢ ( ، ‫ﺍﺨﺘﻴﺎﺭﻫﺎ‬ ‫ﺘﻡ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ،‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﺒﺒﻌﺽ‬ ‫ﹰ‬ ‫ﻭﻤﻜﺎﻨﻴﺎ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺃﺒﻬﺎ‬ ‫ﺒﻤﺩﻴﻨﺔ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ، ‫ﹰ‬ ‫ﻭﺯﻤﺎﻨﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺒﺎﻟﻔﺼل‬ ١٤٣٥ - ١٤٣٦ ‫ﻫـ‬ .

  
	٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
								:	‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬	‫ﹰ‬ ‫ﺃﻭﻻ‬ :
	‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ Karaman &	)	:	‫ﹸ‬ ‫ﺍﺴﺘ‬ ‫ﹰ‬ ‫ﺘﺎﺭﻴﺨﻴﺎ‬ ‫ﺨﺩﻤﺕ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﻭﺍﻟﺫﻜﺎﺀ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺃ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻟﻠﻘﺩﺭﺓ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺴﻤﺎﺀ‬ ، ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﺜل‬ Toğrol, 2009, 3 .(
								‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻤﻔﻬﻭﻡ‬ :
	‫ﻴ‬ ‫ﺒﺩﻗﺔ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺩﺭﺍﻙ‬ ‫ﻌﺭﻑ‬ Karaman & Toğrol. 2009, 3) ‫ﺇ‬ ، ‫ﻭ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻟﻤﺜﻴﺭﺍﺕ‬ ‫ﻭﺘﺸﻔﻴﺭ‬ ( ‫ﺒ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃ‬ ‫ﻭﺍﻟﺘﻌﺩﻴﻼﺕ‬ ‫ﺍﻟﺘﺤﻭﻴﻼﺕ‬ ‫ﺩﺍﺀ‬ ‫ﺄ‬ ‫ﻨﻬﺎ‬ " ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻹ‬ ‫ﺍﻷ‬ ‫ﺩﺭﺍﻜﺎﺕ‬ ‫ﻭﻟﻴﺔ‬ ، ‫ﺍﻟﻌﻘﻠﻴ‬ ‫ﻭﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻟﺘﻜﻭﻴﻥ‬ ‫ﺔ‬ ، ‫ﺤﺘﻰ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺼﻠﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﻤﺎﺩﻴﺔ‬ ‫ﺍﻟﻤﺜﻴﺭﺍﺕ‬ ‫ﻏﻴﺎﺏ‬ ‫ﻅل‬ ‫ﻋﻠﻲ‬ ‫ﻋﻠﻲ‬ " . ‫ﻭﻴﺸﻴﺭ‬ Meneghetti, Borella, & Pazzaglia. 2015) ‫ﺇ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﻲ‬ ‫ﺒﺄ‬ ‫ﻨﻬﺎ‬ " ‫ﺍﻟ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭ‬ ‫ﻭﺘﺤﻭﻴل‬ ‫ﺘﻤﺜﻴل‬ ‫ﺍﺴﺘﺒﻘﺎﺀ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻟﺘﺨﻴﻼﺕ‬ ‫ﻭﺍﺴﺘﺭﺠﺎﻉ‬ ‫ﺍﻟﻤﺠﺭﺩﺓ‬ " . ‫ﺘﺸﻴﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻀﺢ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻤﺜﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺍﻟﺘﺤﻭﻴﻼﺕ‬ ‫ﺩﺍﺀ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬ ‫ﻭﺍﺴﺘﺭﺠﺎﻋ‬ ‫ﻬﺎ‬ .
								‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ :	‫ﺃﺒﻌﺎﺩ‬
	‫ﻗﺎﻡ‬ ‫ﻟ‬ ‫ﻤﺘﻤﺎﻴﺯﺓ‬ ‫ﻋﻭﺍﻤل‬ ‫ﺜﻼﺜﺔ‬ ‫ﻟﻲ‬ Linn & Petersen. 1985) ‫ﺇ‬ ‫ﻬﺎ‬ ، ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺼﻨﻑ‬ ‫ﺤﻴﺙ‬ ( ‫ﺒﺘﺤﻠﻴل‬ ) ١٧٢ ( ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻟﻠﻘﺩﺭﺓ‬ ‫ﺩﺭﺍﺴﺔ‬ ، ‫ﺇ‬ ‫ﺜﻼﺜﺔ‬ ‫ﻟﻲ‬ ‫ﺃ‬ ‫ﺒﻌﺎﺩ‬ ‫ﻓﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺩﺭﺍﻙ‬ ‫ﻭﺘﻭﺼل‬ ‫ﻫﻲ‬ : ‫ﺍﻹ‬ ‫ﻭ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ .
	‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺩﺭﺓ‬		"	.	) ‫ﻓﻘﻴﺔ‬ Lawton. 2010, 319 ‫ﺃ‬ ‫ﺃ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﺯﻭﺍﻴﺎ‬ ‫ﺘﺸﺘﻴﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻓﻲ‬ ‫ﻋﻤﻭﺩﻴﺔ‬ ‫ﻭ‬ ( ‫ﺍﻹ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺩﺭﺍﻙ‬ ‫ﺒﺄﻨﻪ‬ "	‫ﻭﻴﻌﺭﻑ‬ ‫ﺒﻁﺭﻴﻘﺔ‬	‫ﺍﻟﻤﻭﻀﻊ‬
	‫ﻭ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻟﻤﺜﻴﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﻴﺴﺘﻨﺘﺞ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻀﻊ‬ ‫ﹸ‬ ‫ﺘ‬ ‫ﱢ‬ ‫ﻤﻜ‬ ‫ﻥ‬ ‫ﺍﻹ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺩﺭﺍﻙ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﺤﺹ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ، ‫ﻭﻗﺩ‬ ‫ﺃ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﻜﺩ‬ ، ‫ﻴﻜﺘﺸﻑ‬ ‫ﻟﻜﻲ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﻭﻥ‬ ‫ﺇ‬ ‫ﺴﻬﺎﻡ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﻓﻲ‬ ‫ﺍﻷ‬ ‫ﻤﻥ‬ ‫ﻭﺍﺴﻊ‬ ‫ﻤﺩﻱ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ‬ ‫ﻨﺸﻁﺔ‬ ، ‫ﻤﺜل‬ : ‫ﺍﻟﻭﺼﻭل‬ ‫ﺇ‬ ‫ﺍﻷ‬ ‫ﻟﻲ‬ ‫ﺸﻴﺎﺀ،‬ ‫ﻭ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺃ‬
								:	‫ﺍﻟﻨ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﻅﺭﻱ‬
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‫ﺍﻟﻠﻐﺔ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﺜﻨﺎﺀ‬ ، ‫ﺍﻟﻤﻔﺎﺘﻴﺢ‬ ‫ﻟﻭﺤﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻜﺘﺎﺒﺔ‬ ، ‫ﺇ‬ ‫ﻴﺠﺎﺩ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺴﻴﺭ‬ ‫ﻟﻠﻤﻨﺯل‬ ‫ﺍﻟﻁﺭﻴﻕ‬ ‫ﻤﺄﻟﻭﻓﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺒﻴﺌﺔ‬ ، ‫ﺍﻷ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻜﺘﺴﺎﺏ‬ ‫ﻤﺜل‬ ‫ﻜﺎﺩﻴﻤﻴﺔ‬ : ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺍﻟﻌﺩﺩﻴﺔ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﻬﻨﺩﺴﺔ‬ ) Saj & Barisnikov, 2015, 1-2; Zach, Inglis, Fox, Berger, & Stahl, 2015, 32 .( ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﹸﺴﺘﺨﺩﻡ‬ ‫ﺘ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻭﻤﻥ‬ : ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻭﺍ‬ ‫ﺍﻟﻤﺅﺸﺭ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﺎﺀ‬ ‫ﻹﻁﺎﺭ‬ (Linn & Petersen, 1985, 1482) .

  
			٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
	‫ﺒ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﺃ‬ ‫ﺜﻼﺜﺔ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺒﻌﺎﺩ‬ ‫ﺍﻟﻔﺭﺍﻍ‬ ‫ﻓﻲ‬ ‫ﺄ‬ ‫ﻨﻪ‬ " ‫ﺍﻟﺤﻜﻡ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ " .	‫ﻭﻴ‬ ‫ﻌﺭﻑ‬ ‫ﺒﻌﺩﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺘﺤﻭل‬ ‫ﻟﻭ‬ ‫ﺍﻟﺸﻲﺀ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺴﻴﺒﺩﻭ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻲ‬ Lawton. 2010, 318) (
	‫ﺍﻟﺘﺠﻬﻴﺯ‬ ‫ﻤﻥ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺨﻤﺴﺔ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻭﺘﺘﻀﻤﻥ‬ ‫ﻫﻲ‬ ، ‫ﺘﻌﺭﻑ‬ ‫ﺍﻟﺭﻤﺯ‬ ‫ﻭ‬ ‫ﺍﺘﺠﺎﻫﻪ‬ ، ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ، ‫ﺍﻟ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺘ‬ ‫ﻁﺎ‬ ‫ﺒ‬ ‫ﻕ‬ ‫ﻭ‬ ، ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ : ‫ﺍﻟﺘﺠﻬﻴﺯ‬ ‫ﻗﺒل‬ ‫ﻤﺎ‬ ) ، Kaltner & Jansen, 2014, 743 .(	‫ﺍﻹ‬ ‫ﺩﺭﺍﻜﻲ‬ ‫ﻭﺍﻟﺘﻨﻔﻴﺫ‬
	‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﹸﺴﺘﺨﺩﻡ‬ ‫ﺘ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻷﻋﻼﻡ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺜﻼﺜﻴﺔ‬ ‫ﻟﻸﺸﻜﺎل‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ (Linn & Petersen, : ‫ﺍﻟﺒﻁﺎﻗﺎﺕ‬ ‫ﺘﺩﻭﻴﺭ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ 1985, 1483) .
	"	‫ﺇ‬ ‫ﻟﻲ‬	‫ﻴﺸﻴﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬	‫ﺃﻥ‬	‫ﻭﻴﺭﻯ‬ ‫ﹰ‬ ‫ﻤﻜﺎﻨﻴﺎ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬ ) Linn & Petersen. 1985, 1484 " . (
	‫ﻭ‬ ‫ﺍﻹ‬ ‫ﻓﻬﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﺠﺭﺩﺓ،‬  ‫ﻴ‬ ‫ﱢ‬ ‫ﻤﻜ‬ ‫ﺍﻷ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻥ‬ ‫ﺍﻟﻤﻌﻘﺩﺓ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﻟﻠﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﻓﻀل‬ ‫ﺒ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﻤﻌﻘﺩﺓ‬ ‫ﺠﺭﺍﺀﺍﺕ‬ ‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﺘﺠﺴﻴﺩ‬ ‫ﺩﻴﻬﻲ‬ ‫ﻴﺠﻌل‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻤﺠﺭﺩﺓ،‬ ‫ﺍﻟﺸﻲﺀ‬ ‫ﺃ‬ ‫ﹰ‬ ‫ﺘﺠﺭﻴﺩﺍ‬ ‫ﻗل‬ ‫ﺃ‬ ‫ﹰ‬ ‫ﻤﺎﺩﻴﺎ‬ ‫ﻴﺠﻌﻠﻪ‬ ‫ﻭ‬ ، ‫ﻴﻌﺩ‬ ‫ﻭﻟﺫﻟﻙ‬ ‫ﹰ‬ ‫ﻫﺎﻤﺎ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﻓﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺍﻟﻤﺠﺭﺩﺓ‬ ) Yenilmez & Kakmaci, 2015, 191 .(
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‫ﺍ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﹸﺴﺘﺨﺩﻡ‬ ‫ﺘ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻭﻤﻥ‬ ‫ﻟﻤﻜﺎﻨﻲ‬ : ‫ﺍﻟﻭﺭﻗﺔ،‬ ‫ﻁﻲ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺴﻁﻭﺡ‬ ‫ﺘﻁﻭﺭ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﺨﺘﻔﻴﺔ،‬ ‫ﺍﻷﺸﻜﺎل‬ ‫ﺍﺨﺘﺒﺎﺭ‬ (Linn & Petersen, 1985, 1482) . ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ : ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻤﻔﻬﻭﻡ‬ :

  
	‫ﻴﻌﺭﻑ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺒﺴﺒﺏ‬ Ma & Xu. 2004, 165) ." ‫ﻭ‬ ‫ﻴ‬ ‫ﻌﺭﻓﻪ‬ Devine, Fawcett, Szűcs, & Dowker ( ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ " ‫ﺍﻟﺘﻭﺘﺭ‬ ‫ﻤﻥ‬ ‫ﺤﺎﻟﺔ‬ ) ٢٠١٢ ، ٢ ( ‫ﺒﺄﻨﻪ‬ "

‫ﻭﺍﻹ‬ ‫ﻭﺍﻟﻀﻴﻕ‬ ‫ﻭﺍﻟﻜﺭﺍﻫﻴﺔ‬ ‫ﺍﻟﺨﻭﻑ‬ ‫ﻤﻥ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﺤﺒﺎﻁ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ " . ‫ﻭﻴﺸﻴﺭ‬ Jarvis & Naested. 2012, 23) ( ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺇﻟﻰ‬ " ‫ﻋﻠﻰ‬ ‫ﺘﺸﺘﻤل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬ ‫ﺘﺤﺩﺙ‬ ‫ﻭﺍﻟﻀﻴﻕ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺤﺎﻟﺔ‬ ‫ﺭﻴﺎﻀﻴﺔ‬ ‫ﻤﻬﺎﻡ‬ ." ‫ﻭﻴﺘﻀﺢ‬ ‫ﺍﻟﺘﻌﺭﻴﻔ‬ ‫ﻫﺫﻩ‬ ‫ﺃﻥ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻋﻨﺩ‬ ‫ﻭﺍﻟﻀﻴﻕ‬ ‫ﺒﺎﻟﺘﻭﺘﺭ‬ ‫ﺸﻌﻭﺭ‬ ‫ﻫﻭ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺘﻔﻕ‬ ‫ﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ . ‫ﺃ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺴﺒﺎﺏ‬ : ‫ﺇﻟﻰ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺃﺴﺒﺎﺏ‬ ‫ﺘﺼﻨﻴﻑ‬ ‫ﻴﻤﻜﻥ‬ :

  
	٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
	‫ﺃ‬ ‫ﺒﻴﺌﻴﺔ‬ ‫ﺴﺒﺎﺏ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ . ‫ﺃ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﺴﺒﺎﺏ‬ : ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺩﺭﻭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﻭﺘﺸﻤل‬ : ‫ﺘﻘﺩﻴﺭ‬ ‫ﺍﻨﺨﻔﺎﺽ‬ ‫ﻭﺘﺸﻤل‬ ‫ﺒﺎﻟﻨﻔﺱ‬ ‫ﺍﻟﺜﻘﺔ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﺃ‬ ‫ﺴﺒﺎﺏ‬ ‫ﻤ‬ ‫ﻌﺭﻓﻴﺔ‬ : ‫ﺍﻟﻔﻁﺭﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻭﺘﺸﻤل‬ ، ‫ﻭﻫﻲ‬ ‫ﺇ‬ ‫ﺍﻟﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﻤﺎ‬ ‫ﺃ‬ ‫ﻤﻌﻠﻤﻲ‬ ‫ﻤﻊ‬ ‫ﻭ‬ . ‫ﺃ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻀﻌﻑ‬ ) Rubinsten & Tannock, 2010, 2 .(	  
	‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﺘﺤﺼﻴل‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻌﻼﻗﺔ‬ ‫ﺍﻟﻤﻔﺴﺭﺓ‬ ‫ﺍﻟﻨﻅﺭﻴﺎﺕ‬ :
	; Devine	،	(	Carey, Devine, & Szücs. 2015, 2-4) ‫ﻭﺠ‬ ‫ﻭ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻔﺴﺭ‬ ‫ﻨﻅﺭﻴﺎﺕ‬ ‫ﺜﻼﺙ‬ ‫ﺩ‬ ، ‫ﻫﻲ‬ :	‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻴﺸﻴﺭ‬ et al. 2012, 3). ‫ﺇﻟﻰ‬
	١ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ -‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﺃ‬ ‫ﻴﺅﺩﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻭ‬ The Deficit Theory ‫ﺇ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﺘﻠﻙ‬ ‫ﺤﻭل‬ ‫ﻤﺭﺘﻔﻊ‬ ‫ﻗﻠﻕ‬ ‫ﻟﻲ‬ : ‫ﺘﺸﻴﺭ‬ ‫ﺇ‬ ‫ﻟﻲ‬ ‫ﺃ‬ ‫ﺍﻷ‬ ‫ﻥ‬ ‫ﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﻌﻴﻑ‬ ‫ﺍﻟﻤﺴﺘﻘﺒل‬ ، ‫ﺍﻟﻤﺅﻴﺩ‬ ‫ﻭﻴﻌﺘﻘﺩ‬ ‫ﻭ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﻟﻬﺫﻩ‬ ‫ﻥ‬ ‫ﺃ‬ ‫ﻀﻌﻑ‬ ‫ﻥ‬ ‫ﺃ‬ ‫ﺍﻟﺭ‬ ‫ﺩﺍﺀ‬ ‫ﻴﺅﺩﻱ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻟﺩﻱ‬ ‫ﻴﺎﻀﻴﺎﺕ‬ ‫ﺇ‬ ‫ﻤﻥ‬ ‫ﺴﻠﺒﻴﺔ‬ ‫ﺫﻜﺭﻴﺎﺕ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﻟﻲ‬ ‫ﺃ‬ ‫ﺍﻟﻀﻌﻴﻑ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺩﺍﺀ‬ ، ‫ﻴﺅﺩﻱ‬ ‫ﺒﺩﻭﺭﻩ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺇ‬ ‫ﻅﻬﻭﺭ‬ ‫ﻟﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ .
	٢ ‫ﺇ‬ ‫ﻟﻲ‬ -‫ﻭ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﺘﺩﺍﺨل‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﺃ‬ ‫ﺍﻷ‬ ‫ﻴﻘﻠل‬ ‫ﺍﻟﻘﻠﻕ‬ ‫ﻥ‬ ‫ﻋﻠﻲ‬ ‫ﺘﺄﺜﻴﺭﻩ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺩﺍﺀ‬ The Cognitive Interference Theory ‫ﻤﺭﺤﻠﺔ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﻗﺒل‬ ‫ﻤﺎ‬ : ‫ﺘﺸﻴﺭ‬ ‫ﺃ‬ ‫ﺜﻨﺎﺀ‬ ‫ﻤﺭﺤﻠﺘﻲ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺍﺴﺘﺭﺠﺎﻉ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ، ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﻗﺒل‬ ‫ﻤﺎ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻓﻔﻲ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺃ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﺒﺘﺠﻨﺏ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻗﺭﺍﺭ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻴﺅﺜﺭ‬ ‫ﻥ‬ ‫ﺒﺎﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ، ‫ﻤﺭﺤﻠ‬ ‫ﻭﻓﻲ‬ ‫ﺘﻲ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻭﺍﺴﺘﺭﺠﺎﻋﻬﺎ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﺃ‬ ‫ﻗﻠﻕ‬ ‫ﻴﺅﺜﺭ‬ ‫ﻥ‬ ‫ﺍﻟﺘ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺩ‬ ‫ﺍ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺨل‬ ، ‫ﺍﻟﻤﺜﺎل‬ ‫ﺴﺒﻴل‬ ‫ﻓﻌﻠﻲ‬ : ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺃ‬ ‫ﻭﺍﺴﺘﺭﺠﺎﻉ‬ ‫ﻟﻤﻌﺎﻟﺠﺔ‬
							-	٢٣	-

‫ﺤﻴﻭﻴﺔ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﺎﻤﻠﺔ‬ ‫ﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﻋﻠﻲ‬ ‫ﺜﻘﻴل‬ ‫ﻋﺏﺀ‬ ‫ﻴﻀﻊ‬ ‫ﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴ‬ ‫ﺎﺕ‬ . ٣ - ‫ﺍﻟﺘﺒﺎﺩﻟﻴﺔ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ The Reciprocal Theory : ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﺸﻴﺭ‬ ‫ﺇ‬ ‫ﻟﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﺘﺤﺼﻴل‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻌﻼﻗﺔ‬ ‫ﺍﻟﺘﺒﺎﺩﻟﻴﺔ‬ ‫ﺍﻟﻁﺒﻴﻌﺔ‬ ، ‫ﹰ‬ ‫ﻓﻭﻓﻘﺎ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﻟﻬﺫﻩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺃ‬ ‫ﻴﺅﺩﻱ‬ ‫ﻥ‬ ‫ﺍﻟ‬ ‫ﻘﺼﻭﺭ‬ ‫ﺃ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺩﺍﺀ‬ ‫ﺇ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻟﻲ‬ ، ‫ﻴﻨﺸﺄ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻘﻠﻕ‬ ‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻷ‬ ‫ﻟﻘﺼﻭﺭ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺩﺍﺀ‬ ، ‫ﻨﺎﺤﻴﺔ‬ ‫ﻭﻤﻥ‬ ‫ﺃ‬ ‫ﻗﻠﻕ‬ ‫ﺨﺭﻱ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺃ‬ ‫ﻴﺅﺩﻱ‬ ‫ﻥ‬ ‫ﺇ‬ ‫ﺍﻨﺨﻔﺎﺽ‬ ‫ﻟﻲ‬ ‫ﺃ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺩﺍﺀ‬ ، ‫ﻗﻠﻕ‬ ‫ﻴﻨﺸﺄ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎ‬ ‫ﺕ‬ ‫ﺍﻟﺤﺎﻟﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﺄﺩﺍﺀ‬ ‫ﻤﺘﻌﻠﻘﺔ‬ ‫ﻟﻴﺴﺕ‬ ‫ﻋﻭﺍﻤل‬ ‫ﻤﻥ‬ ، ‫ﻤﺜل‬

  
		٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)
								‫ﻴﺎﺕ‬ :	‫ﻀ‬	‫ﺍﻟﺭﻴﺎ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬	‫ﹰ‬ ‫ﺜﺎﻟﺜﺎ‬ :
								‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ :
	‫ﻴﻌﺭﻑ‬ ‫ﺍﻟﻌﺩﺩﻴﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ Rubinsten & Henik. 2009, 92) ( ، ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺭﺠﻊ‬ ‫ﻭﻻ‬ ‫ﺇ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﺍﻨﺨﻔﺎﺽ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺃ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻜﻔﺎﻴﺔ‬ ‫ﻋﺩﻡ‬ ‫ﻭ‬ " . ‫ﻭ‬ ‫ﻴﻌﺭﻓ‬ ‫ﻬﺎ‬ Desoete. 2015, 90) " " ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻀﻌﻑ‬ ‫ﻤﻥ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺩﺭﺠﺔ‬ ، ‫ﺘﺭﺠﻊ‬ ‫ﻭﻻ‬ ‫ﺇ‬ ‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﻓﻲ‬ ‫ﻀﻌﻑ‬ ‫ﻟﻲ‬ ‫ﺍﻟﺨﺎﺭﺠﻴﺔ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻭ‬ ‫ﺒ‬ ‫ﺄ‬ ‫ﻨﻬﺎ‬ ‫ﺤﺴﻴﺔ‬ ( ‫ﺒ‬ ‫ﺄ‬ ‫ﻨﻬﺎ‬ ‫ﺃ‬ ‫ﻤﺜل‬ : ‫ﺍﻟﻁﻭﻴﻠﺔ‬ ‫ﺍﻟﻐﻴﺎﺏ‬ ‫ﻓﺘﺭﺍﺕ‬ ، ‫ﺍﻟﻌﺎﺩﻱ‬ ‫ﻟﻠﺘﻌﻠﻴﻡ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﺴﺘﺠﻴﺏ‬ ‫ﻭﻻ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬ " .
								‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻨﻭﺍﻉ‬ :	‫ﺃ‬
			:	‫ﻨﻭﻋﻴﻥ‬ ‫ﻲ‬	‫ﻟ‬	‫ﺇ‬	‫ﺍﻟﻤﻨﺸﺄ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬	‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬	‫ﺘﻨﻘﺴﻡ‬
	‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺃ‬ ‫ﺍﻟﺤﺴﺎﺏ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻭ‬ : ‫ﻭ‬ ‫ﺍﻷ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻌﺎﻨﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻫﻲ‬ ‫ﻓﻲ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﻓﺭﺍﺩ‬ ، ‫ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﺍﻷﺤﺩﺍﺙ‬ ‫ﻤﻥ‬ ‫ﺴﻠﺴﻠﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻨﺘﺞ‬ ‫ﺍﻟﻁﻔﻭﻟﺔ‬ ‫ﻤﻨﺫ‬ ‫ﺍﻟﻨﺎﺸﺌﺔ‬ . ‫ﺍﻟﻤﻜﺘﺴﺒﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ : ‫ﻭ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻴﻌﺎﻨﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻫﻲ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺒﺎﻷﻋﺩﺍ‬ ‫ﻤﺭﺘﺒﻁﺔ‬ ‫ﺩ‬ ، ‫ﻭ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﻌﺩ‬ ‫ﻓﻲ‬ ‫ﺨﺎﺼﺔ‬ ، ‫ﺒﻌﺽ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻨﺘﺞ‬ ‫ﺇ‬ ‫ﺍﻟﻤﺦ‬ ‫ﺼﺎﺒﺎﺕ‬ ) Farenga & Ness, 2015, 762 ( .	--	١ ٢
	‫ﻭﻴﺼﻨﻑ‬ Radziewicz. 2008, 162-205) Kumar. 2015, 93-94) ( ‫ﺇﻟﻰ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ( ، Russo, Tiegerman, & :
	‫ﺘﺭﺠﺎﻉ‬	‫ﺍﻻﺴ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬	:	Verbal Dyscalculia	‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻠﻔﻅﻲ‬	-	١
	: ‫ﺒ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻌﺽ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ، ‫ﻓ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﺘﺩﺍﺨل‬ " ‫ﻭﻫﺫﺍ‬	‫ﺍﻟﺒﻴﻭﻟﻭﺠﻲ‬ ‫ﻴﺩﻋﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ . ‫ﺘ‬ ‫ﻤﻥ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻠﻲ‬ ‫ﻭﺍﻟﺩﻟﻴل‬ ‫ﻌ‬ " ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻨﻅﺭﻴﺔ‬ " ‫ﺍﻵ‬ ‫ﻭﺒﻌﻀﻬﺎ‬ ‫ﻴﺩﻋﻡ‬ ‫ﺨﺭ‬ ‫ﺎﺭ‬ ‫ﺽ‬ " ‫ﺍﻟﺘﺒﺎﺩﻟﻴﺔ‬ ‫ﻟﻠﻨﻅﺭﻴﺔ‬ ‫ﺩﻋﻡ‬ ‫ﻴﻌﻁﻲ‬ .
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‫ﻭﺍﻟﺘﻌﺎﻤل‬ ‫ﻭ‬ ‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬ ‫ﻭ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﻘﺎﺩﻴﺭ‬ . ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺍﻟﻔﺭﺩ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﺍﺴﺘﺭﺠﺎﻉ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺏ‬ ‫ﻴﺼﻌ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻭﻴﺠﺩ‬ ‫ﹰ،‬ ‫ﻟﻔﻅﻴﺎ‬ ‫ﺍﻟﻬﻨﺩﺴﻴﺔ‬ ‫ﺍﻷﺸﻜﺎل‬ ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻟﻌﺩ‬ ‫ﺃﻨﻤﺎﻁ‬ ‫ﻓﻲ‬ ‫ﻭﺼﻌﻭﺒﺔ‬ ‫ﹰ،‬ ‫ﺸﻔﻬﻴﺎ‬ .

  
		٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
	‫ﺍﻟﺠـﺯﺀ‬	-	‫ﻜﻤﻴﺔ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺃﻭ‬ ‫ﻭﻤﻘﺎﺭﻨﺔ‬ ‫ﻭ‬ ‫ﻭﺍﻹﺤﺠﺎﻡ‬ ‫ﻭﺍﻷﺸﻜﺎل‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﺘﻔﺎﺼﻴل‬ ‫ﺍﻟﻜـل‬ ‫ﻋﻼﻗﺎﺕ‬ ‫ﻭﻭﺼﻑ‬ ‫ﺍﻟﻤﺼﻭﺭﺓ،‬ ‫ﺍﻟﻤﻔﺭﺩﺍﺕ‬ .
	‫ﺍﻟﻜﺘﺎﺒﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﻭﺍﻟﺭﻤﻭﺯ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ . ‫ﻴﻜﺘﺏ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺍﻟﻔﺭﺩ‬ Graphical Dyscalculia : ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻜﺘﺎﺒﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻨﺴﺦ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻭﻴﺠﺩ‬ ‫ﻤﻌﻜﻭﺴﺔ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﺍﻷﺸﻜﺎل‬ .	-	٣
	‫ﺍﻟﺭﻴ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﻘﺭﺍﺌﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻻﺼﻁﻼﺤﻴﺔ‬ ‫ﻭﺍﻟﻤﻔﺭﺩﺍﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ . ‫ﻤﺜل‬ ‫ﻗﺭﺍﺀﺘﻬﺎ،‬ ‫ﻋﻨﺩ‬ ‫ﹰ‬ ‫ﺒﺼﺭﻴﺎ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺘﺨﺘﻠﻁ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ Lexical Dyscalculia ‫ﻤﻥ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺍﻟﻔﺭﺩ‬ : : ٧ ‫ﻭ‬ ٨ ، ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻭﺇﺸﺎﺭﺍﺕ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﺴﻼﺴل‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻴﺠﺩ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻭﺍ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻭﺍﻟﻘﻴﻤﺔ‬ ‫ﻟﻜﺴﻭﺭ‬ .	-	٤
	‫ﺍﻹﺠﺭﺍﺌﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻤﺜل‬ ‫ﺍﻷﺴﺎﺴﻴﺔ،‬ Operational Dyscalculia : ‫ﻭﺍﻟﻘﺴﻤﺔ‬ ‫ﻭﺍﻟﻀﺭﺏ‬ ‫ﻭﺍﻟﻁﺭﺡ‬ ‫ﺍﻟﺠﻤﻊ‬ : ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ .	-	٥
	‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﻭ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ‬ Ideognostical Dyscalculia ‫ﺍﻟﺭﻴ‬ ‫ﺎﻀﻴﺔ‬ . ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﺍﻟﻔﺭﺩ‬ : ‫ﺼﻌﻭﺒﺔ‬	-	٦
	‫ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻭﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬ ‫ﺍﻟﺼﻭﺭ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻓﻲ‬ Practognostic Dyscalculia . ‫ﺍﻟـﺫﻱ‬ ‫ﻭﺍﻟﻔﺭﺩ‬ : ‫ﺼـﻌﻭﺒﺔ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻟﺩﻴﻪ‬ ‫ﻓـﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻴﺠﺩ‬ : ‫ﺍﻟﺭﻴﺎﻀـﻴﺔ،‬ ‫ﺍﻟﻤﻔـﺎﻫﻴﻡ‬ ‫ﺘـﺼﻭﺭ‬	-	٢
							-	٢٥	-

‫ﻴﺠﺩ‬ ‫ﺤﻴﺙ‬ : ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ،‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬ ‫ﺘﺼﻭﺭ‬ ‫ﺍﻟﻜﻤﻴﺔ،‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﺍﻷﺸﻴﺎﺀ‬ ‫ﺃﻟﻭﺍﻥ‬ ‫ﻭﺘﻤﻴﻴﺯ‬ ‫ﻭﺍﻷﻋﺩﺍﺩ،‬ ‫ﺍﻟﺭﻤﻭﺯ‬ ‫ﻤﻌﺎﻨﻲ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ،‬ . ‫ﺴﺎﺒﻘﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ : ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﻟﺩﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﺃﺩﺍﺀ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺭ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻴﺎﻀﻴﺎﺕ‬ :

  
	‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﻤﺜﻴل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺩﺭﺍﺴﺔ‬ van Garderen & Montague. 2003) ‫ﺃ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺜﻨﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ) ‫ﻥ‬ = ٢٢ ( ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ) ‫ﻥ‬ = ٢٢ ( ‫ﹰ‬ ‫ﻋﻘﻠﻴﺎ‬ ‫ﻭﺍﻟﻤﺘﻔﻭﻗﻴﻥ‬ ) ‫ﻥ‬ = ٢٢ ( ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺒﺎﻟﺼﻑ‬ ( ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻓﻠﻭﺭﻴﺩﺍ‬ ‫ﺒﺠﻨﻭﺏ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ، ‫ﹶ‬ ‫ﻭﺍﺴﺘ‬ ‫ﺨﺩ‬ ‫ﻤﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬

‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﺭﻴﺎﻀﻲ‬ ‫ﺍﻟﺘﺠﻬﻴﺯ‬ ‫ﺩﺍﺓ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﻤﺜﻴل‬ ‫ﺃ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺜﻨﺎﺀ‬ ، ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺇ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻟﻲ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺍﻟﺘﺼﻭﻴﺭﻱ‬ ‫ﺍﻟﺘﻤﺜﻴل‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻲ‬ ) ‫ﺍﻟﻤﺸﺎﺭ‬ ‫ﻟﻸﺸﻴﺎﺀ‬ ‫ﺘﺼﻭﺭ‬ ‫ﺭﺴﻡ‬ ‫ﺇ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻴﻬﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ( ‫ﺼﻌﻭ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﺎﺕ‬ .

  
	٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
	‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻭﻜﺎﻥ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺃ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﺍﻑ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻭﺒﻠﻐﺕ‬ ) ٣٤ ( ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻤﻥ‬ ، ‫ﺍﻷ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺩﻭﺍﺕ‬ McGlaughlin et al. 2005) ‫ﺍﻟﻘﺩﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ( ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺓ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ، ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ، ) ٤٢ ( ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ : ‫ﻤﻬﺎﻡ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻻﺴﺘﺩﻻل‬ ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍ‬ ‫ﺍﻟﺭﺍﺸﺩﻴﻥ‬ ‫ﻟﺫﻜﺎﺀ‬ ‫ﻭﻜﺴﻠﺭ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬ ‫ﻟﻔﺭﻋﻴﺔ‬ ، ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺇ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻟﻲ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺍﻟﻘﺩﺭ‬ ‫ﻓﻲ‬ ‫ﺓ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ .
	‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻫﺩﻓﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻨﻬﺎ‬ -Osmon et al. 2006) ‫ﺃﺴﺎﺱ‬ ‫ﺘﺸﻜل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ( ‫ﺍﻟﺘﺠﻬﻴﺯ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺇﻟﻰ‬ -‫ﻤﻥ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻭﺒﻠﻐﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ) ٤٥ ( ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﺒﺎﻟﺠﺎﻤﻌﺔ،‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ) ٩٣ ( ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻭﻤﻥ‬ ‫ﺒﺎﻟﺠﺎﻤﻌﺔ،‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﹰ‬ ‫ﻁﺎﻟﺒﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﺴﺘﺨﺩﻤﺘﻬﺎ‬ : ‫ﻟــ‬ ‫ﺍﻟﺨﻁ‬ ‫ﺘﻭﺠﻪ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ " Benton " ‫ﺍﻟﺘﺼﻨﻴﻑ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺫﻭﻱ‬
	‫ﺤﻴﺙ‬ ‫ﺍﻟﺘﺼﻭﻴﺭﻱ،‬ ‫ﻭ‬ ‫ﻴﺭﺘﺒﻁ‬ ‫ﺇ‬ ‫ﻥ‬ ‫ﺍﻷﺸﻴﺎﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺘﻭﻀﺢ‬ ‫ﺸﺎﺭﺍﺕ‬ ‫ﹰ‬ ‫ﺴﻠﺒﻴﺎ‬ ‫ﻴﺭﺘﺒﻁ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﺍﻟﺘﻤﺜﻴل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺇ‬ ‫ﹰ‬ ‫ﻴﺠﺎﺒﻴﺎ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﺘﺨﻁﻴﻁﻲ‬ ‫ﺍﻟﺘﻤﺜﻴل‬ ) ‫ﺭﺴﻡ‬ ‫ﺇ‬ ‫ﺍﻟﻤﺸﺎﺭ‬ ‫ﺇ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻴﻬﺎ‬ .(
					-	٢٦	-

‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺒﻴﻨﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ،‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺃﻨﻪ‬ ‫ﺒﻴﻨﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺒﺎﻟﻌﺎﺩﻴﻴﻥ،‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺨﻼل‬ .

  
	‫ﻭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟ‬ ‫ﹰ‬ ‫ﻋﻘﻠﻴﺎ‬ ‫ﻭﺍﻟﻤﺘﻔﻭﻗﻴﻥ‬ ) ‫ﻥ‬ = ٢٢ van Garderen. 2006) ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺘﻼﻤﻴﺫ‬ ( ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺒﺎﻟﺼﻑ‬ ( ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﻜﻌﺒﺎﺕ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﻋﻲ‬ ‫ﺍﻷ‬ ‫ﻟﺫﻜﺎﺀ‬ ‫ﻭﻜﺴﻠﺭ‬ ‫ﺇ‬ ‫ﺍﻟ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻟﻲ‬ ‫ﻔﺭﻭﻕ‬ ) ‫ﻥ‬ = ٢٢ ( ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻓﻠﻭﺭﻴﺩﺍ‬ ‫ﺒﺠﻨﻭﺏ‬ ، ‫ﻋﻠﻴﻬﻡ‬ ‫ﻁﺒﻕ‬ ‫ﻓﻲ‬ ‫ﻗﺩﺭﺓ‬ ) ‫ﻥ‬ = ٢٢ ( ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﻁﻔﺎل‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺭ‬ ‫ﻤﺸﺭﻭﻉ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺔ‬ ‫ﻟﻠﺼﻔﻭﻑ‬ ‫ﻴﺎﻀﻴﺎﺕ‬ ، ‫ﻭ‬ ‫ﺒﻁﺎﺭﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﻋﻲ‬ ‫ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﻭ‬ ‫ﺩﻜﻭﻙ‬ -‫ﺠﻭﻨﺴﻭﻥ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻨﻔﺱ‬ ، ‫ﻭ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻷﺤﺎﺩﻱ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ " ‫ﺘﻭﻜﻲ‬ " ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺇ‬ ‫ﻟﻲ‬ ‫ﻋﺩﻡ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺩﺍﻟﺔ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺍﻟﺘ‬

‫ﻗﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺼﻭﺭ‬ . ‫ﻭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻓﺤﺼﺕ‬ Karaman & Toğrol. 2009) ( ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﻭﺍﻟﺘﻭﺠﻪ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﺍﻟﻐﻠﻕ‬ ‫ﻭﻤﺭﻭﻨﺔ‬ ‫ﻭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻷ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺩﺍﺀ‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ) ‫ﻥ‬ = ١٢٠ ( ‫ﺍﺴﻁﻨﺒﻭل‬ ‫ﻓﻲ‬ ، ‫ﺍﻷ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺩﻭﺍﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ : ‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻤﺴﺘﻭﻱ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻭ‬ ‫ﺍﻟ‬ ‫ﻋﺭﺽ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻟ‬ ‫ﻨﻘﻁﺔ‬ ‫ـ‬ " Siccar " ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺒﻨﻴﺔ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺘﻜﻤﻴل‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻐﻠﻕ‬ ‫ﻤﺭﻭﻨﺔ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻤﺭﻜﺏ‬ ‫ﺍﻟﺠﺸﻁﺎﻟﺕ‬ ، ‫ﻭﺘﺤﻠﻴل‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻭﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻤﺘﻌﺩﺩ‬

  
	٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
	‫ﻗﺩﺭﺓ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺒﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﻬﻨﺩﺴﺔ‬	‫ﺍﻻﻨﺤﺩﺍﺭ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻭﻗﺩﺭﺓ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺇ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻟﻲ‬ ‫ﺍﻟﻐﻠﻕ‬ ‫ﻤﺭﻭﻨﺔ‬ ‫ﻭﻗﺩﺭﺓ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴ‬ ‫ﺍﻷ‬ ‫ﺩﺍﺀ‬ ‫ﹰ‬ ‫ﺎ‬
					-	٢٧	-

‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺃﻨﻪ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﻜﺫﻟﻙ‬ ، ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻭﻗﺩﺭﺓ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﻬﻨﺩﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻷﺩﺍﺀ‬ ‫ﺍﻟﻐﻠﻕ‬ ‫ﻤﺭﻭﻨﺔ‬ ‫ﻭﻗﺩﺭﺓ‬ .

  
	‫ﻭﺤﺎﻭﻟﺕ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ) ( ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺒﺎﻟﺼﻑ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺩﺭﺍﺴ‬ ‫ﺔ‬ ‫ﻤﺼﻁﻔﻰ‬ ‫ﺃﺒﻭ‬ ) ٢٠١٠ ( ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻭﻤﻨﺨﻔﻀﻲ‬ ‫ﻭﻤﺘﻭﺴﻁﻲ‬ ‫ﻤﺭﺘﻔﻌﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺒﻐﺯﺓ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺒﻠﻐﺕ‬ ، ) ٢٢٨ ( ‫ﺘﻠﻤﻴﺫ‬ ‫ﹰ‬ ‫ﺍ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ‬ ، ‫ﺍﻟ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺘﻭﺠﻪ‬ ، ‫ﺩﺭﺠﺎﺕ‬ ‫ﻋﻠﻲ‬  ‫ﻭﺒﻨﺎﺀ‬ ‫ﻤﺭﺘﻔﻌﻲ‬ ‫ﺇﻟﻲ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻗﺴﻤﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻭﻤﻨﺨﻔﻀﻲ‬ ‫ﻭﻤﺘﻭﺴﻁﻲ‬ ، ‫ﺒﻴﺭﺴﻭﻥ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻭﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ " ‫ﺕ‬ " ‫ﺍﻷﺤﺎﺩﻱ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻭﺘﺤﻠﻴل‬ ، ‫ﺩﺍﻟﺔ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﻭﺠﻪ‬ ‫ﺒﻴﻥ‬ ، ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻜﺫﻟﻙ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﻭﺠﻪ‬ ) ‫ﺍﻟﻤﺭﺘﻔﻊ‬ ، ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ( ‫ﻭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺫﻭﻱ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺫﻭﻱ‬ ) ‫ﺍﻟﻤﺭﺘﻔﻊ‬ ، ‫ﺍﻟﻤﺘﻭﺴﻁ‬ .(
	‫ﻭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻟﻲ‬ Thompson, Nuerk, Moeller, & Cohen. 2013) ‫ﺇ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻭﺘﻤﺜﻴل‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ) ‫ﻥ‬ = ٤٣ ‫ﻭ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍ‬ ‫ﻟﻤ‬ ‫ﺴﺘﺨﺩﻤ‬ ‫ﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ : ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻤﻬﻤﺔ‬ ‫ﻟــ‬ "Vandenberg & ( ( ، Kuse" ‫ﻭ‬ ‫ﺍﻷ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﻤﻬﻤﺔ‬ ‫ﺍﻷ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﻋﺩﺍﺩ‬ ‫ﺭﻗﺎﻡ‬ ‫ﻭ‬ ‫ﺍﻷ‬ ‫ﺨﻁ‬ ‫ﺭﺴﻡ‬ ‫ﻤﻬﻤﺔ‬ ‫ﻋﺩﺍﺩ‬ ‫ﻭ‬ ‫ﻤﻬﻤﺔ‬ ‫ﺍﻟ‬ ‫ﻟﻸﺭﻗﺎﻡ‬ ‫ﺍﻟﻌﺸﻭﺍﺌﻲ‬ ‫ﺘﻭﻟﻴﺩ‬ ، ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺇ‬ ‫ﻟﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍل‬ ‫ﻤﻭﺠﺏ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﺍﻟﻌﺩﺩﻴﺔ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻌﺩﺩﻱ‬ ‫ﻭﺍﻟﺘﻤﺜﻴل‬ .
	‫ﻭﻓﺤﺼﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻻﺒﺘ‬ ‫ﺩﺍﺌﻲ‬ ‫ﺍﻟﻁﺎﺌﻑ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺒﻠﻐﺕ‬ ، ‫ﺍﻷﺯﻭﺭﻱ‬ ) ١٤٣٥ ‫ﻩ‬ ( ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ) ‫ﻤﺭﺘﻔﻊ‬ ، ‫ﻤﺘﻭﺴﻁ‬ ، ‫ﻤﻨﺨﻔﺽ‬ ( ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ) ٣٥٤ ( ‫ﺘﻠﻤﻴﺫ‬ ‫ﹰ‬ ‫ﺍ‬ ، ‫ﻓﻲ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺍﻟﺘ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺼﻭﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ، ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻭﺒﺎﺴﺘﺨﺩﺍﻡ‬ " ‫ﺒﻴﺭﺴﻭﻥ‬ " ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﺍﻷﺤﺎﺩﻱ‬ ، ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻤﻭﺠﺏ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻤﺎﺩﺓ‬ ،

‫ﺍﻟﺩ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻜﺫﻟﻙ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺭﺍﺴﺔ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺒﻴﻥ‬ ) ‫ﺍﻟﻤﺭﺘﻔﻊ‬ ، ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ( ‫ﻭ‬ ‫ﺒﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﺨﻔﺽ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺫﻭﻱ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ) ‫ﺍﻟﻤﺭﺘﻔﻊ‬ ، ‫ﺍﻟﻤﺘﻭﺴﻁ‬ .( ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻭﻜﺎﻥ‬ Skagerlund & Tr ff. 2014)

  
	( ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺒﺎﻟﺼﻑ‬ ‫ﺍﻟﻤﻘﺎﺭﻨﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻭﻤﻥ‬ ٣٢ = ‫ﻥ‬ ) (	‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬	(	) ‫ﻥ‬ = ١٩	‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬

‫ﺍﻟﻤﻜﺎﻨﻲ،‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻭﻗﺩﺭﺓ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﺴﻭﻴﺩ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻭﺭﻗﺔ‬ ‫ﻁﻲ‬ ‫ﻭﻤﻬﻤﺔ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻤﻬﻤﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﹸﺨﺩﻤﺕ‬ ‫ﺍﺴﺘ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬ ) ١٦٥ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﺃﻜﺘﻭﺒﺭ‬ ‫ﻟﺴﻨﺔ‬ ٢٠١٥ ‫ﻡ‬ - ٢٨ - ‫ﺍﻟ‬ ‫ﻭﻗﺩﺭﺓ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﻜﺸﻔﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ،‬ ‫ﺘﺼﻭﺭ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ .

  
	‫ﺃﺠﺭﻱ‬ ‫ﻜﻤﺎ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﺤﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﻭﺍﻟﻨﻤﻭ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ Zhang et al. 2014) ‫ﺍﻟ‬ ‫ﻭ‬ ‫ﺘﻼﻤﻴﺫ‬ ( ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻌﻼﻗﺔ‬ ‫ﻁﻭﻟﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟ‬ ‫ﺘﻠﻤﻴﺫﺍﺕ‬ ) ‫ﻥ‬ = ١٨٨٠ ( ، ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﹸﺨﺩﻤﺕ‬ ‫ﺍﺴﺘ‬ ‫ﺍﻟﺘﻲ‬ : ‫ﻟﻠﻌﻼ‬ ‫ﺍﻟﻔﺭﻋﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﺩﻜﻭﻙ‬ ‫ﺒﻁﺎﺭﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻗﺎﺕ‬ -‫ﺠﻭﻨﺴﻭﻥ‬ ) ١٩٧٧ ( ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ، ‫ﺍﻟﺘﺼﻭﺭ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﺤﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻨﻤﻭ‬ ‫ﹰ‬ ‫ﺇﻴﺠﺎﺒﻴﺎ‬ ‫ﺘﺘﻨﺒﺄ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺭﻴﺎﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺼﻔ‬ ‫ﻓﻲ‬ ‫ﻴﻥ‬ ‫ﻭﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ .
	‫ﻭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺤل‬ ‫ﻭﻤﺸﻜﻼﺕ‬ ‫ﺍﻟﻤﻜﺘﻭﺒﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﻜﺘﻭﺒﺔ‬ ‫ﺍﻟﻤﻨﻁﻭﻗﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ Zhang & Lin. 2015) ( ‫ﺇ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺩﻭﺭ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻟﻲ‬ ‫ﺍﻹﺩﺭﺍﻜﻴﺔ‬ ‫ﺍﻟﺭﻤﺯﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﻭﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻜﻠﻤﺔ‬ ، ‫ﻭ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺒﻠﻐﺕ‬ ) ٨٨ ( ‫ﺘﻠﻤﻴﺫ‬ ‫ﹰ‬ ‫ﺍ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ‬ ‫ﺘﻡ‬ ‫ﺍﺨﺘﺒﺎﺭﻫﻡ‬ ‫ﺍﻷ‬ ‫ﺭﻴﺎﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﻭﺍﻟﺼﻑ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﻭﺍﻟﺼﻑ‬ ‫ﻁﻔﺎل‬ ، ‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫ﻭﺍﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﻌﻼﻗ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺎﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻻﺩﺭﺍﻜﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﻋﻲ‬ ، ‫ﻭ‬ ‫ﺃ‬ ‫ﺍﻻﻨﺤﺩﺍﺭ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻅﻬﺭﺕ‬ ‫ﺃ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻥ‬ ‫ﺍﻹﺩﺭﺍﻜﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻷﺩﺍﺀ‬ ‫ﺘﺘﻨﺒﺄ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﻭﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭﺤل‬ ‫ﺍﻟﻤﻜﺘﻭﺒﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟ‬ ‫ﺭﻤﺯﻴﺔ‬ .
	‫ﻟﺩﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﺃﺩﺍﺀ‬	‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ :
	‫ﺤﺎﻭﻟﺕ‬ ‫ﺍﻟﻌﺩﺩﻱ‬ ‫ﻭﺍﻟﺘﺠﻬﻴﺯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ Rubinsten & Tannock. 2010) ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻱ‬ ( ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ، ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻭﺒﻠﻐﺕ‬ ) ١٢ ( ‫ﺘﻠﻤﻴﺫ‬ ‫ﹰ‬ ‫ﺍ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ‬ ‫ﻤﻥ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻡ‬ ، ) ١١ ( ‫ﺘﻠﻤﻴﺫ‬ ‫ﹰ‬ ‫ﺍ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ‬ ، ‫ﺍﻷ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺩ‬ ‫ﻭﺍﺕ‬ ‫ﻓﻲ‬ : ‫ﻤ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻘﻴﺎﺱ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﻭﺍﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻲ،‬

‫ﻭﺍﻟﺤﺴﺎﺏ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﻭﺍﻟﻁﻼﻗﺔ‬ ‫ﺍﻟﻨﻘﻁ‬ ‫ﻭﻋﺩ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻅﻬﺭﺕ‬ ‫ﺴﺎﻟﺏ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺭﻴﺎﻀﻴﺎﺕ‬ . ‫ﻭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻓﺤﺼﺕ‬ Passolunghi. 2011) ( ‫ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﺒﻌﺽ‬ - ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻤﻨﻬﺎ‬ - ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻱ‬

  
		٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
	‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬	‫ﺩﺍﻟﺔ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ .
	‫ﻭﺩﺭﺱ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻱ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ Wu et al. 2012) ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﻭﺍﻟﺜﺎﻟﺙ‬ ( ‫ﺍﻟﻌﻼﻗﺔ‬ ) ‫ﻥ‬ = ١٦٢ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺒﻴﻥ‬ ( ‫ﻓﺭﺍﻨﺴﻴﺴﻜﻭ‬ ‫ﺴﺎﻥ‬ ‫ﺨﻠﻴﺞ‬ ‫ﻤﻨﻁﻘﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﺘﺤﺼﻴل‬ ، ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻤﻥ‬ ‫‪‬ﺘﺨﺩﻡ‬ ‫ﻭﺍﺴ‬ : ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻤﻘﻴﺎﺱ‬ SEMA ‫ﺍﻻﺴﺘﺩﻻل‬ ‫ﻭﺍﺨﺘﺒﺎﺭﻱ‬ ‫ﻟ‬ ‫ﺍﻟﻔﺭﺩﻱ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺭﻋﻴﻴﻥ‬ ‫ﺍﻟﻌﺩﺩﻴﺔ‬ ‫ﻭﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻲ‬ ‫ـ‬ ‫ﻭﻜﺴﻠﺭ‬ ، ‫ﻭ‬ ‫ﺃ‬ ‫ﻅﻬﺭﺕ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺴﺎﻟﺏ‬ ‫ﺩﺍل‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎ‬ ‫ﻗﻠﻕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﺘﺤﺼﻴل‬ ‫ﺕ‬ .
	‫ﻭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ Lai et al. 2015) ( ‫ﺇ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻭﺭﺍﺀ‬ ‫ﻤﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻟﻲ‬ ) ‫ﻥ‬ = ١٨ ( ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ) ‫ﻥ‬ = ١٥١ ( ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻭﻤﺭﺘﻔﻌﻲ‬ ) ‫ﻥ‬ = ١٩ ( ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻭﻤﻨﺨﻔﻀﻲ‬ ) ‫ﻥ‬ = ١٨ ( ، ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻋﻠﻲ‬ ‫ﻁﺒﻘﺕ‬ ‫ﺍﻟﺘﻲ‬ : ‫ﺍ‬ ‫ﻗﻠﻕ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻷ‬ ‫ﻟﺩﻱ‬ ‫ﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﻁﻔﺎل‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ، ‫ﻭ‬ ‫ﺃ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻅﻬﺭﺕ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻭﻤﺭﺘﻔﻌﻲ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻓﻲ‬
	) ‫ﻥ‬ = ١٨ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺨﺩﻤﺕ‬ ( ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﹸ‬ ‫ﺍﺴﺘ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺩﻭﺍﺕ‬ ‫ﺍﻷ‬ ‫ﺒﻴﻥ‬ ‫ﻭﻤﻥ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﻜﺸﻔﺕ‬ ‫ﺍﻹﻴﻁﺎﻟﻴﺔ،‬ ‫ﺍﻟﻨﺴﺨﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺒﺎﻟﻤﺭﺤﻠﺔ‬ ، ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺒﺎﻟﻌﺎﺩﻴﻴﻥ‬ ) ‫ﻥ‬ = ١٨ ( MARS ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬
						-	٢٩	-

‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺼﺎﻟﺢ‬ . ‫ﹰ‬ ‫ﺜﺎﻟﺜﺎ‬ : ‫ﺘﻨﺎﻭﻟ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺕ‬ :

  
	‫ﺩﺭﺍﺴﺔ‬ ‫ﻓﺤﺼﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻭﻁﺎﻟﺒﺎﺕ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ Maloney. 2011) ) ‫ﻥ‬ = ٧٠ ( ( ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﹸﺨﺩﻡ‬ ‫ﻭﺍﺴﺘ‬ ، ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ : ‫ﺍﻟﺘﺨﻴل‬ ‫ﺍﺴﺘﺒﺎﻨﺔ‬ ‫ﻟﻸﺸﻴﺎﺀ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ OSIQ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﻟـــ‬ " Vandenberg & Kuse " ‫ﻭ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻤﺨﺘﺼﺭ‬ AMAS ‫ﻤﻌﺎﻤل‬ ‫ﻭﺒﺎﺴﺘﺨﺩﺍﻡ‬ ، ‫ﺍﺭﺘﺒﺎﻁ‬ " ‫ﺒﻴﺭﺴﻭﻥ‬ " ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﺴﺎﻟﺏ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬

‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ . ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻭﻜﺎﻥ‬ Maloney et al. 2013) ( ‫ﻤﻌﺭﻓﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺍﻟﻘﺩﺭ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺓ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻭﻁﺎﻟﺒﺎﺕ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ) ‫ﻥ‬ = ١١٨ ( ‫ﻤﻥ‬ ‫ﹸﺨﺩﻡ‬ ‫ﻭﺍﺴﺘ‬ ، ‫ﺍﻷﺩﻭﺍﺕ‬ : ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻤﺨﺘﺼﺭ‬ AMAS ‫ﻟﻸﺸﻴﺎﺀ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺨﻴل‬ ‫ﻭﺍﺴﺘﺒﺎﻨﺔ‬ OSIQ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ،‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺴﺎﻟﺏ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﺩ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻯ‬ .

  
	٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
	‫ﻭﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻹ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﺒﺎﻻﺘﺠﺎﻩ‬ ‫ﺤﺴﺎﺱ‬ ‫ﺩﺭﺍﺴﺔ‬ Ferguson et al. 2015) ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻭﻁﺎﻟﺒﺎﺕ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ) ‫ﻥ‬ = ٢٢٥٠ " Purdue ( ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ( ، ‫ﺍ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﻷ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺩﻭﺍﺕ‬ " ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﻟﻠﺘﺼﻭﺭ‬ ‫ﻭ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻤﺨﺘﺼﺭ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ، ‫ﻤﻌﺎﻤﻼ‬ ‫ﻭﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺕ‬ ‫ﺍﻻﻨﺤﺩﺍﺭ‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻜﺸﻔﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺴﺎﻟﺏ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻭﺠﻭﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ، ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬
					-	٣٠	-

‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﻘﻠﻕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺃﻨﻪ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ . ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻘﻴﺏ‬ : ‫ﺍﺴﺘ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻴﻠﻲ‬ ‫ﻤﺎ‬ ‫ﻨﻼﺤﻅ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻌﺭﺍﺽ‬ :

  
	‫ﺃﻨﻪ‬ ) ١٤٣٥ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺇﺠﺭﺍﺅﻫﺎ‬ ‫ﺘﻡ‬ ‫ﻩ‬ .( ‫ﻜﻤﺎ‬ ‫ﺃﻨﻬﺎ‬ ُ ‫ﺃ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺠﺭﻴﺕ‬ ‫ﻤﺼﻁﻔﻲ‬ ‫ﺃﺒﻭ‬ ‫ﺩﺭﺍﺴﺘﻲ‬ ‫ﻋﺩﺍ‬ ‫ﻤﺎ‬ ‫ﻭ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻗﺒل‬ ‫ﻤﺎ‬ ‫ﺃﻁﻔﺎل‬ ) ٢٠١٠ ( ‫ﺍﻷﺯﻭﺭﻱ‬ ، ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻭﻁﺎﻟﺒﺎﺕ‬ ‫ﻭﻁﻼﺏ‬ . ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻤﺼﻁﻠﺢ‬ ‫ﹸﺨﺩﻡ‬ ‫ﺍﺴﺘ‬ ‫ﻓﻲ‬ ‫ﻜﻤﺎ‬ ‫ﺃﺒﻌﺎﺩﻫﺎ،‬ ‫ﺃﺤﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻴﺩل‬ ‫ﻤﺼﻁﻔﻰ‬ ‫ﺃﺒﻭ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ٢٠١٠ .( ‫ﹶ‬ ‫ﺍﺴﺘ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﻤﻬﺎﻡ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺨﺩﻤﺕ‬ ‫ﻤﻌﻅﻤﻬﺎ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ،‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﻤﺜل‬ ‫ﺍﻷﺸﻜﺎل،‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﺍﺨﺘﺒﺎﺭﺍﺕ‬ : ‫ﺍﻟﻭﺭﻗﺔ‬ ‫ﻁﻲ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺩﻭﻴﺭ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻭﻗﻠﻴل‬ ‫ﺍﻟﻤﻜﺎﻨﻲ،‬ ‫ﺍﻟﺘﻭﺠﻪ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﺴﺘﺒﺎﻨﺎﺕ‬ ‫ﺃﻭ‬ ‫ﻤﻘﺎﻴﻴﺱ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺘﺘ‬ ‫ﻤﺜل‬ ‫ﺴﻠﻭﻜﻴﺔ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﻀﻤﻥ‬ : ‫ﺍﻹ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺒﺎﻻﺘﺠﺎﻩ‬ ‫ﺤﺴﺎﺱ‬ ) Ferguson et al., 2015 ( ‫ﻟﻸﺸﻴﺎﺀ‬ ‫ﺍﻟﻤﻜﺎﻨﻲ‬ ‫ﺍﻟﺘﺨﻴل‬ ‫ﻭﺍﺴﺘﺒﺎﻨﺔ‬ ) Maloney et al., 2012 .( ‫ﻜﻤﺎ‬ ‫ﹶ‬ ‫ﺍﺴﺘ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺨﺩﻤﺕ‬ ‫ﻤﻘﺎﻴﻴﺱ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻟﻘﻴﺎﺱ‬ . ‫ﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺃﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍل‬ ‫ﺒﺸﻜل‬ ‫ﻴﺭﺘﺒﻁ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺒ‬ ‫ﹰ‬ ‫ﺇﻴﺠﺎﺒﻴﺎ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺎﻟﻘﺩﺭﺓ‬ ‫ﺒ‬ ‫ﹰ‬ ‫ﻭﺴﻠﺒﻴﺎ‬ ، ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻘﻠﻕ‬ ‫ﻜﺫﻟﻙ‬ ، ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻭﺫﻭﻱ‬	   

‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﻗﻠﻕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻴﺘﻀﺢ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻓﻲ‬ ‫ﺘﻌﺎﺭﺽ‬ ‫ﺍ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻔﺭﻭﻕ‬ ‫ﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻭﺫﻭﻱ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ .  ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﻋﺭﺒﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻗﻠﺔ‬ ‫ﻤﺼﻁﻔﻰ‬ ‫ﺃﺒﻭ‬ ‫ﺩﺭﺍﺴﺘﻲ‬ ‫ﻭﺤﺘﻰ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ) ٢٠١٠ ( ‫ﺍﻷﺯﻭﺭﻱ‬ ، ) ١٤٣٥ ‫ﻩ‬ ( ‫ﺫﻭ‬ ‫ﻤﻥ‬ ‫ﻭﻟﻴﺴﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻤﻨﺨﻔﻀﻲ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺠﺭﻴﺘﺎ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻱ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ،‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻤﻥ‬ ‫ﻓﻘﻁ‬ ‫ﹰ‬ ‫ﻭﺍﺤﺩﺍ‬ ‫ﹰ‬ ‫‪‬ﻌﺩﺍ‬ ‫ﺒ‬ ‫ﻤﻨﻬﻤﺎ‬ ‫ﻜل‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﻟﻠﻘﺩﺭﺓ‬ ‫ﺍﻟﺜﻼﺜﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﺘﻨﺎﻭل‬ . ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻗﻠﺔ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻜﺫﻟﻙ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﻋﺭﺒﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ . ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻏﻡ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬ ) ١٦٥ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﺃﻜﺘﻭﺒﺭ‬ ‫ﻟﺴﻨﺔ‬ ٢٠١٥ ‫ﻡ‬ - ٣١ - ‫ﺘﻨﺎﻭﻟﺕ‬ ‫ﻋﺭﺒﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺃﺠﻨﺒﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺇﻨﻪ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ،‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻴﻪ‬ ‫ﺘﺨﺘﻠﻑ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺒﻴﻨﻬﻤﺎ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ .

  
	‫ﻀﻭ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻭﺽ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﻴﻤﻜﻥ‬ ‫ﹰ،‬ ‫ﺴﺎﺒﻘﺎ‬ ‫ﺍﺴﺘﻌﺭﺍﻀﻪ‬ ‫ﺘﻡ‬ ‫ﻤﺎ‬ ‫ﺀ‬	‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻭﺽ‬ : ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ :
	‫ﺘﻭ‬ ‫ﺠﺩ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺴﺎﻟﺒﺔ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ . ‫ﺘﻭﺠﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ . ‫ﺘﻭﺠﺩ‬ ‫ﹰ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻭﺴﻁﻲ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻗﻠﻕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ . ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬	----	١ ٢ ٣ ٤

‫ﺃﺒﻌﺎﺩ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺒﻘﻠﻕ‬ ‫ﺍﻟﺘﻨﺒﺅ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ . ‫ﻭﺍ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‬ ‫ﻹﺠﺭﺍﺀﺍﺕ‬ : ‫ﹰ‬ ‫ﺃﻭﻻ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻨﻬﺞ‬ : ‫ﻷﻫﺩﺍﻑ‬ ‫ﻟﻤﻨﺎﺴﺒﺘﻪ‬ ‫ﻭﺍﻟﻤﻘﺎﺭﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻋﺘﻤﺩﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ . ‫ﹰ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ : ‫ﺃﺒﻬﺎ‬ ‫ﺒﻤﺩﻴﻨﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﻴﺘﻤﺜل‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ١٤٣٥ - ١٤٣٦ ‫ﻫــ‬ .

  
	٢٠١٥ ‫ﻡ‬	‫ﻟﺴﻨﺔ‬	‫ﺃﻜﺘﻭﺒﺭ‬	‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺠﺯﺀ‬ (	١٦٥	)	‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬
	‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺒﺎﺨﺘﻴﺎﺭ‬ ‫ﻭﺫﻟﻙ‬ ، ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﻥ‬	‫ﺍﻟﺭﺍﺒﻊ‬	‫ﻋﻴﻨﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺘﻡ‬ ‫ﺩﺍﺭﺱ‬ ‫ﻤ‬ ‫ﺨﻤﺱ‬ ‫ﻤﺩﺍﺭﺱ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﻋﺸﻭﺍﺌﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﺩﻴﻨﺔ‬ ‫ﺃﺒﻬﺎ‬ ،
								:	‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬	‫ﹰ‬ ‫ﺜﺎﻟﺜﺎ‬ :
							-	٣٢	-

‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﺍﺨﺘﺎﺭ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺃﻅﻬﺭﺘﻪ‬ ‫ﻟﻤﺎ‬ ‫ﹰ‬ ‫ﻨﻅﺭﺍ‬ ‫ﺍﻟﻨﻭﻉ‬ ‫ﻤﺘﻐﻴﺭ‬ ‫ﻟﺘﺜﺒﻴﺕ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﺩﻭﻥ‬ Devine et al. 2012) ( ، Halpern, Benbow, Geary, Gur, Hyde, & Gernsbache. 2007)

  
	( Levine, Vasilyeva, ، Lourenco, Newcombe, & Huttenlocher. 2005) Janssen & Geiser. 2010) ( ، Kaufman, 2007) ( ، ( ‫ﺒﻴﻥ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻭﺒﻠﻐﺕ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ) ٢٥٢ ( ‫ﹰ‬ ‫ﺘﻠﻤﻴﺫﺍ‬ ، ‫ﻭﺘﻡ‬ ‫ﺍ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻨﺘﻘﺎﺀ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﻟﻺﺠﺭﺍﺀﺍﺕ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬ :
	‫ﺘﻁﺒﻴﻕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﻸﻁﻔﺎل‬ ‫ﺘﺤﺩﻴﺩﻫﺎ‬ ‫ﻓﻲ‬ ‫ﻤﺤﺩﺩ‬ ‫ﺃﻭ‬ ‫ﺜﺎﺒﺕ‬ ‫ﻤﻌﻴﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺘﻔﻕ‬ ‫ﻟﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ) ‫ﺇﻋﺩﺍﺩ‬ : ‫ﺍﻟﺒﺎﺤﺙ‬ ( : ‫ﺃﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻻﺤﻅ‬ ‫ﺍﻟﺩﺭﺍﺴ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ،‬ ‫ﺘﻌﻠﻡ‬ ‫ﻟﻸﻁﻔﺎل‬ ‫ﺘﺤﺩﻴﺩﻫﺎ‬ ‫ﻓﻲ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻗﻁﻊ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺩﻯ‬ ‫ﻓﻲ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ١٠ -٣٥ ٪ ‫ﺍﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ) Jordan,	-	١

Hanich, & Kaplan, 2003; Lai et al., 2015 ; Swanson, Jerman, & Zheng, 2009 .( ‫ﻤﻥ‬ ‫ﻜل‬  ‫ﺩ‬ ‫ﻭﻋ‬ Ashkenazi, Rosenberg-Lee, 2012) Tenison, & Menon ( ، Fuchs, Fuchs, & Prentice. 2004) ( ، Swanson et al. 2009)

  
	( ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺘﻘﻊ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺩﻨﻰ‬ ‫ﻀﻤﻥ‬ ‫ﻭﻗﻊ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺒﺄﻥ‬ ٢٥ ٪ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ . ‫ﻭﻴﺸﻴﺭ‬ Geary. 2004, 5) ( ‫ﺃﻗل‬ ‫ﻀﻤﻥ‬ ٢٥ ٪ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻋﻠﻰ‬ ‫ﺃﻭ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺫﻜﺎﺀ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺘﺸﺨﻴﺹ‬ ‫ﻤﻔﻀﻠﺔ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻤﻥ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺩﺭﺠﺘﻪ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺇﺫﺍ‬ ‫ﺃﻗل‬ ‫ﻀﻤﻥ‬ ‫ﺘﻘﻊ‬ ٢٥ ٪ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻟﻠﻌﻴﻨﺔ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ) ‫ﻀﻤﻥ‬ ‫ﺃﻱ‬ ‫ﺍﻹﺭﺒﺎﻋ‬ ‫ﺍﻷﺩﻨﻰ‬ ‫ﻲ‬ ( ‫ﺫﻜﺎﺀ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ، ‫ﻤﺘﻭﺴﻁﺔ‬ ) ٩٠ -١١٠ ( ‫ﺒﺎﺨﺘﺒﺎﺭ‬ ‫ﹸﻘﺎﺱ‬ ‫ﺘ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺫﻜﺎﺀ‬ ‫ﻭﻜﺴﻠﺭ‬ ) ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ( ‫ﺒﻴﻥ‬ ‫ﺩﺭﺠﺘﻬﻡ‬ ‫ﻓﺘﻘﻊ‬ ‫ﺍﻟﻌﺎﺩﻴﻭﻥ‬ ‫ﺃﻤﺎ‬ ، ٥٠ -٧٥ ٪ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬

‫ﻋﻠﻰ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻟﻠﻌﻴﻨﺔ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ) ‫ﺍﻹﺭﺒﺎﻋﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺃﻱ‬ ‫ﻭﺍﻟﻭﺴﻴﻁ‬ ‫ﺍﻷﻋﻠﻰ‬ ( ‫ﺫﻜﺎﺀ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻭﺴﻁﺔ‬ ) ٩٠ - ١١٠ ( ‫ﺒﺎﺨﺘﺒﺎﺭ‬ ‫ﹸﻘﺎﺱ‬ ‫ﺘ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺫﻜﺎﺀ‬ ‫ﻭﻜﺴﻠﺭ‬ ) ‫ﺍﻟﻠﻔﻅﻲ‬ ‫ﺍﻟﺠﺯﺀ‬ ( . ٢ - ‫ﺘﻁ‬ ‫ﻤﻘ‬ ‫ﺒﻴﻕ‬ ‫ﻴ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫ﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺎﺱ‬ ) ‫ﺍﻟﺯﻴﺎﺕ،‬ ‫ﻓﺘﺤﻲ‬ ٢٠٠٧ ( ، ‫ﺤﻴﺙ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼل‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﻜﻭﻥ‬ ) ٢١ ( ‫ﻓﻲ‬ ‫ﻓﺄﻜﺜﺭ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﻟ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻟﺘﻘﺩﻴﺭ‬ ‫ﹰ‬ ‫ﻭﻓﻘﺎ‬

  
	‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺇﺫﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼل‬ ) ‫ﺍﻟﺯﻴﺎﺕ،‬ ‫ﻓﺘﺤﻲ‬ ) ٢١ ( ‫ﻓﺄﻜﺜﺭ‬ ‫ﺩﺭﺠﺔ‬ ٢٠٠٧ ( ، ‫ﺍﻟﻘﺭﺍﺀﺓ،‬ ‫ﻓﻲ‬	. ‫ﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫ﻟﺘﻘﺩﻴﺭ‬ ‫ﺍ‬ ‫ﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻤﻘ‬ ‫ﺒﻴﻕ‬ ‫ﻴ‬ ‫ﺤﻴﺙ‬ ‫ﺘﻁ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻘﻴﺎﺱ‬	-	٣

‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺍﺴﺘﺒﻌﺎﺩ‬ ‫ﺘﻡ‬ ‫ﺤﻴﺙ‬ ،
‫ﺠﺎﻤﻌ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ،‬ ‫ﻜﻠﻴﺔ‬ ‫ﻤﺠﻠﺔ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻷﺯﻫﺭ،‬ ‫ﺔ‬ ) ١٦٥