الفهرس 
الفصل الأول مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Pre-school is considered as a crucial formative stage of a person’s life where children learn in kindergarten through various activities that give them the basic skills to learn reading and writing. These skills contribute to develop their abilities and preparations for learning in order to achieve the normal and integrated growth in all aspects of personality which gives them the opportunity to join the stage of basic education. The child at this stage urgently needs to be prepared before starting to teach him reading because the reading process is not a natural process, but it is a complex one that requires more maturity, preparation and skills.
Kindergarten is considered a preparation stage for reading, not a stage for reading education. Several studies have confirmed on the necessity of developing the child’s ability to remember and relate the present ideas to what precedes them and what follows in his early years before he learns reading, so that he can benefit from the meanings and ideas in the set of experiences which he is exposed to within his educational environment. Hence, it is necessary for the child to have a good memory in order to be able to recall his past experiences by recovering the information and knowledge previously learned, where memory plays an important role in various areas of human behavior in speaking, reading and writing, and in practicing various works and skills.
In light of the aforementioned about the importance of memory and its role and impact on the process of reading and preparing for it, the researcher discusses in this study a program for developing the working visual memory and its effect on the readiness for reading for a kindergarten child. Thus, the Study’s problem is as follows:
Statement of the problem:
Although there are various studies revolving around the relationship between working memory and reading among ordinary and non-ordinary students at different ages, and also there are various studies that aimed at developing the readiness of kindergarten children to read, it has been remarkable and evident that the studies handling the relationship between working memory and reading in a kindergarten child are rare despite of the importance of that stage for the later stages, which are its cornerstone. Consequently, the problem of current study can be stated in the two following main questions:
1- What is the effectiveness of the training program in developing the visual working memory (Spatial optical component) of a sample of kindergarten children?
This is divided into the following sub – questions:
● Are there differences between the experimental and control groups in the working visual memory (Spatial optical component) in the post measurement?
● Are there differences between the pre and post measurements of the working visual memory (Spatial optical component) of the experimental group?
● Are there differences between the post and tracer measures of the working visual memory in the experimental group?
2- What is the effect of developing the working visual memory (Spatial optical component) on reading readiness for a sample of kindergarten children?
This main question is divided into the following sub – questions:
● Are there differences between the experimental and control groups for reading readiness in telemetry?
● Are there differences between the pre and post measurements of the readiness for reading in the experimental and control groups?
● Are there differences between the posterior and posterior measurements for reading readiness in the experimental group?
Objectives of the study:
The following study aims to develop the working visual memory (Spatial optical component) for the kindergarten children having low working visual memory and the willingness to read to identify its impact on their preparation to read, and to verify the impact of the program in both the working visual memory and the readiness to read.
Significance of the study:
The importance of this study is due to the age that it focuses on, which is early childhood, which is the cornerstone of the individual’s subsequent stages of development. Any delay or disability in it would have multiple effects in the later stages. Memory is a conmon process in all mental processes necessary for learning through which the individual’s different experiences are srored and resrored to be used later, so any failure or disturbance in the functions of the working memory and its components (visual-spatial memory), which is the object of the Study, would negatively affect learning in the later stages of the child’s age. In spite of the multiplicity of the studies that addressed the impact of memory (in general) and the working memory and its components (in specific) on the ordinary and nob-ordinary students readiness for reading in all age stages, they have missed that important kindergarten stage affecting all subsequent growth stages. So, the current study focuses on a program that aims to develop the working visual memory (spatial visual component) for the kindergarten children having low working visual memory and the willingness to read, and it tries to know the effect of the program application on the children willingness to read, which is the base for imparting the child the skills of reading which take years before the Pre-school, first primary Year, and the beginning of the second primary year. This is to avoid any delay or defect in reading in the subsequent phases.
Methodology of the study:
The quasi-experimental approach has been used; owing its suitability for the nature and objectives of the study.
Sample of the study:
The basic study sample consisted of (60) male and female kindergartners (aging 5 – 6 years) having low working visual memory and the willingness to read of Shajarat Al-Dor Primary School in Beni - Suef governorate, divided into two experimental and control groups, where each group consisted of (30) individuaks including 13 boys and 17 girls.
Tools of the study:
The following tools have been in use:
1. The working visual memory scale (Prepared by the researcher).
2. Readiness for reading scale (Prepared by the researcher)
3. The working visual memory development program (prepared by the researcher)
4. Raven’s stained intelligence for successive matrices.
Statistical processing of the study:
The researcher has utilized appropriate statistical methods for the nature and hypotheses of the study: T test for non-correlated groups as well as SPSS statistical program in analyzing data.
Findings:
Following processing data using appropriate statistical methods, the study has showed the following:
• There were statistically significant differences between the mean scores of the experimental and control group children in the post-measurement of the working visual memory in favor of the experimental group.
• There were statistically significant differences between the mean scores of the experimental group children in the pre and post application of the working visual memory in favor of the post measurement.
• There were no statistically significant differences between the mean scores of the experimental group children in the post and tracer measures of the working visual memory.
• There were statistically significant differences between the mean scores of the children of the experimental group and the control group in the post-measurement of the readiness to read in favor of the experimental group.
• There were statistically significant differences between the mean scores of the children of the experimental group in the dimensional measurement of the readiness to read in favor of the post measurement.
• There were no statistically significant differences between the mean scores of the experimental group children in the post and tracer measures of the readiness for reading.Those findings have been discussed and explained in the light of previous research and studies. Furthermore, a host of recommendations and research have been submitted in the light of the findings the current study has concluded.