أثر اضطراب مفهوم المكان والزمان على ظهور عسر القراءة عند الطفل المتمدرس

Abstract

The present article seeks to shed light on the levels of disruptions in both spatial and temporal concepts in children with dyslexia through presenting the results of a descriptive case field study conducted on the third and fourth year primary pupils, and for this purpose we adapted the scale of the concept of place and time and applied it to the study sample. In the light of the results obtained, we find that pupils who are insolvent in reading show a disturbing level in temporal and spatial concepts which may not qualify them to study normally and requires special sponsorship to achieve appropriate academic compatibility.