الفهرس 
الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The ability of an individual to read means his ability to complete a complex process that involves different senses in addition to the individual’s experience and knowledge, and this ability to read means the ability to do several tasks, namely: see written words clearly and correctly, pronounce these words correctly, Realize the intended meaning of those words .To perform these tasks, the individual needs complex skills, and it also needs the arrival of some organs to sufficient maturity, such as hearing, visual and speech organs, in addition to the need to train the functions and development of these organs, and therefore many writers and scientists have called for the importance of the stage of readiness to read to the child, a stage in which the child receives sufficient training and experience and acquires all the skills necessary to complete the reading process. (Iman Abbas,2014: 210).
Learning difficulties are one of the categories of people with special needs and are one of the areas that have preoccupied parents, educators and researchers in the field of special education.in this regard, the educational literature on learning difficulties refers to the multiplicity of types of learning difficulties as a result of multiple studies in the fields of neurology, psychology and pedagogy, including pre-academic difficulties. (Bassam Abdullat. Hisham al-makanin, 503:2014)
The lack of pre-academic skills is a clear indicator to predict the presence of reading difficulty, especially in the skill of awareness, or phonological perception, which depends on the discrimination of letter sounds, words, and their phonetic segmentation Huda Abdul (Wahid, 2015: 170).
The interactive e-book is also one of the technologies based on interactive multimedia that is used in schools continuously for its effectiveness in solving educational problems, where the child can access it at any time and from anywhere, and it also meets the needs of the child in the cognitive construction that he needs by interacting with the content, it is also characterized by Ease of, It is easy to refer to scientific references from which quotations are taken using links, the possibility of coloring and commenting while writing, easy to display in front of children in the classroom, easy to index it in libraries, and it occupies a small size and can be contacted remotely to obtain the desired information. (Abdulaziz bin Mohammed,2019: 1)
from this perspective, it seems to the researcher that the interactive e-book is a very suitable medium and an appropriate way to develop reading readiness skills, which requires some interactive activities that are easily provided, commensurate with the abilities of a kindergarten child with pre-academic learning disabilities and attracts his interest.therefore, the interactive e-book is one of the tools worthy of study to highlight its importance in the development of those skills in preschool children with pre-academic learning disabilities.
Questions of the study:
The problem of the research has been identified in the following main question:
What is the effectiveness of the interactive e-book in developing reading readiness skills for kindergarten children with pre- Academy learning disabilities?Consequently, the following sub-questions are raised :
1-What reading readiness skills are suitable for a kindergarten child with pre- Academy learning disabilities?
2-What are the criteria for the production of an interactive e-book in the development of reading readiness skills in pre-academic kindergarten children with learning disabilities?
3- What is the proposed concept of an interactive e-book to develop reading readiness skills for kindergarten child with pre- Academy learning disabilities?
4-What is the effectiveness of the e-book in developing reading readiness skills for kindergarten children with pre- Academy learning disabilities?
Hypothesizes of the Research:
1- there is a statistically significant difference at the level of 0.05 between the average grades of children with pre-academic learning disabilities in the pre-and post-application of the reading readiness scale and its dimensions.
2- there is no statistically significant difference between the averages of the grades of post and tracing scales in the reading readiness scale for kindergarten children with pre-academic learning disabilities.
The aims of the study:
1- developing the reading readiness skill of kindergarten children with learning disabilities.
2- preparing a list of standards for the production of interactive e-book.
3- designing an interactive e-book to develop the skill of reading readiness for kindergarten children with pre-academic learning disabilities.
the Significance of the study:
Theoretical importance:
1- the pre-academic category of children with learning disabilities needs more of these studies.
2- the study deals in its theoretical framework with the skill of reading readiness, which is an important part of the educational process for the pre-academic category of learning disabilities.
3- Submit other research proposals in the field of language skills development that adopt new strategies in the field of pre-academic learning difficulties.
Applied importance:
1- developing the reading readiness skill of kindergarten children with pre-academic learning disabilities.
2- preparing a program based on an interactive e-book that may contribute to the development of the skill of readiness to read and treat pronunciation and speech disorders in children with pre-academic learning disabilities.
3- the current study provides a measure of the reading readiness skill of kindergarten children with pre-academic learning disabilities.
4- help and guide the teachers who care for and teach children with pre-academic learning disabilities in the light of the study.
The limitation of the study:
Human limits:
The study will include a sample of (10) children with pre-academic learning disabilities at the age of (5-6) years.
Time and spatial limits:
The e-book was applied in three months with three lessons per week in the kindergarten of Tahla elementary Institute at Benha educational administration in Qalyubia Zone, (Al-Azhar Al sharif).
Study design:
The study uses a semi-experimental approach to discover the effectiveness of an interactive e-book in developing the reading skill of kindergarten children with pre-academic learning disabilities.
study variables:
1- The Independent variable: the interactive e-book
2- Dependent variable: reading readiness skills for kindergarten children with pre-academic learning disabilities.
sample of the study:
The study sample consists of a sample of (10) kindergarten children with pre-academic learning disabilities at the age of (5-6) years.
The children should follow these terms:
1- commitment to attend activities.
2- all the children of the sample should be from the category of pre-academic learning disabilities.
3- homogeneity of the sample in terms of age and intelligence.
study tools and materials:
1- Exploring the extent to which the teachers apply the skills of readiness to read with a kindergarten child with pre-academic learning disabilities. (prepared by the researcher)
2- survey the opinion of teachers on the use of interactive electronic books to develop reading readiness skills for kindergarten children with pre-academic learning disabilities. (Prepared by the researcher)
3- list of reading readiness skills for kindergarten children with pre-academic learning disabilities. (Prepared by the researcher)
4- test of colored Progressive Matrices for intelligence. (Prepared by John Raven, 1956) (codified by Ibrahim Mustafa, 2008).
5- battery of diagnosis of pre-academic learning difficulties. (Prepared by Adel Abdullah, 2006).
6- preparing the questionnaire of the exploratory study for kindergarten children with pre-academic learning difficulties. (Prepared by the researcher).
7- the reading readiness skill scale for kindergarten children. (Prepared by the researcher).
8- list of standards for the production of interactive e-book. (Prepared by the researcher).
9- interactive e-book to develop the skill of reading readiness for children with pre-academic learning disabilities. (Prepared by the researcher).
10- the teacher’s guide for using the interactive e-book to develop reading readiness skills for kindergarten children with pre-academic learning disabilities. (Prepared by the researcher).
study procedures
Pre-application procedures:
Preparation of the following study tools 1-
Survey the extent of application of parameters for reading readiness skills with a kindergarten child with pre-academic learning disabilities. Survey the opinion of teachers about using interactive e-books to develop reading readiness skills for a kindergarten child with pre-academic learning disabilities. List of reading readiness skills. Preparation of an exploratory study questionnaire for kindergarten children with pre-academic learning disabilities. Reading readiness skills scale for kindergarten children with pre-academic learning disabilities. List of interactive e-book design criteria. Interactive e-book to develop reading readiness skills for children with pre-academic learning disabilities. A parameter guide for how to use the designed interactive e book.
2- using the pre-academic learning disability diagnostic battery (prepared by Adel Abdullah, 2006) and the colored Progressive Matrices test (prepared by John Raven, 1956) (codified by Ibrahim Mustafa, 2008).
3- applying the pre-academic learning disability diagnostic battery to a sample of children, nominated by teachers, who suffer from deficiencies in their assimilation abilities.
4- applying the IQ test for Raven to adjust the IQ variable of the study sample.
5- applying the questionnaire to the exploratory study sample.
5- pre application of the reading readiness scale to the study sample.
During application Procedures:
1- post application of the reading readiness scale to the study sample.
2- Calculate the statistical differences between the averages of the grades of the pre-application and the grades of the post-application and extract conclusions.
3- the researcher uses the statistical program (SPSS 18) to process the data for the study and obtain the results.
statistical analysis:
The program of statistical packages for Social Sciences and humanities (SPSS V.26) is used through the following:
- Pearson correlation coefficient.
- The coefficient of constancy of Alpha-Cronbach
- The coefficient of stability of Spearman-Brown.
- The ”Wilcoxon” rank signals test for two related samples to calculate the significance of differences in pre, post-and tracing measurements.
- Black Modified Gain Ratio formula to calculate the differences of the effectiveness between the pre-and post-measurements.
results of the study:
”1- there is a statistically significant difference at the level of (0.05) between the average grades of children with pre-academic learning disabilities in the pre-and post-application of the reading readiness scale and its dimensions.”
2- there is no statistical difference between the averages of the grades of post and tracing measurement in the reading readiness scale for kindergarten children with pre-academic learning disabilities.