Effectiveness of the E-book in Developing the Reading Skills of Students with Learning Disabilities from the Perspective of their Teachers
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Abstract
The current study aims to identify the Effectiveness of the electronic book (e-book) in developing the reading skills of the students with learning disabilities from the perspective of their teachers. The descriptive analytical approach was employed. The study targeted teachers (male/female) who are specialized in teaching students with learning disabilities using questionnaires. 67 teachers participated in study. The results showed high level with a mean of 3.77 effectiveness, from teachers’ perspective, indicating the impact of the electronic book (e-book) in developing the students with learning disabilities’ reading skills. This can be attributed to many factors. First, factors related to the e-book revealed a high level of mean 3.85. reading skills was another factor with a high level of mean 3.84. Moreover, factors related to students with learning disabilities with a mean value of 3.46. Finally, factors that are related to teachers of students with learning disabilities, showed a high level of mean with 3.94. The results indicated no statistically significant differences (α = 0.05). This could be due to the influence of the years of experience in relation to the ebook, while there are differences in the rest of the dimensions and the overall degree the differences were in favor of (less than 5 years). The results indicated that there were statistically significant differences (α = 0.05) due to the effect of the type of school on all dimensions and the total scores, and the differences were in favor of private schools.
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