The Effectiveness of Pictured Letters Mnemonics Strategy in Learning Similar Arabic Language Letters among Students with Learning Disabilities in Jordan

Abstract

This study aimed at investing the effectiveness of pictured letter mnemonics strategy in learning similar Arabic language letters among students with learning disabilities in Jordan, and whether it differs according to teaching method, gender, and its Interaction. To achieve this a training program consisted of three teaching methods was developed, these were: presenting embedded pictures to similar letters, presenting embedded pictures to similar letter with abstract letters, and presenting letters in conventional method, a number of 60 (male and female) students with learning disabilities participated in the study, and were assigned equally in to one of each method listed above. Two equal versions of achievement test, were developed and used as pre- post test, and another achievement test was developed and used for the purpose of follow up. The study conducted over a 13- week period.

The results of 2-way ANCOVA on the post-test showed that there were statistical significant differences in teaching to presenting embedded pictured letter with abstract letter, followed by presenting embedded pictures letter in comparison with convent and teaching method, respectively, it also indicated that there were no statistical significant differences due to variable due to gender, and the interaction between group and gender. Similar results were obtained from 2-way ANCOVA on the follow-up test. Discussion and implications are presented