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The field of special education has recently been highly sought after due to its importance and is considered to have learning disabilities among its categories. Pupils with literacy and mathematics disabilities need to discover their condition and diagnose their weaknesses and thus develop their abilities. It is therefore necessary to identify these difficulties first, the extent to which they are prevalent among our pupils in the school community, and the beginning of the research must be reserved for pupils at the primary level, with a view to early detection, as this stage is the first building block if the rest of the educational levels are to be reformed. In this presentation, therefore, we will address the most important studies that have discussed the prevalence of academic learning difficulties in the school community. and will also recognize the most difficult academic learning for third-year primary school students, These pupils were diagnosed and identified through the application of Algerian scholar Bashir Maamariyah academic learning disability scale to a sample of 20 pupils and third-year primary pupils in three elementary schools of the city of Al-djelfa. After applying the study procedures to the sample individuals, the calculation averages and standard deviations of the sample individuals' macro marks were extracted, and after analysing the data using the spss statistical package program it was concluded that: - Reading difficulty is the most prevalent academic learning difficulty among third-year primary students.

The aim of the present study was to investigate the effectiveness of using a Gamification Literature Circles strategy in developing some reading comprehension skills and vocabulary enrichment for primary-six pupils. The research adopted the quasi-experimental approach. The study participants were 54 pupils. The participants of the research were the sixth primary pupils of Manfalout Model Azhari Primary Institute. They were distributed into two groups: the experimental group (27 pupils) taught reading comprehension and vocabulary by a Gamification Literature Circles strategy, and the control group (27 pupils) taught reading comprehension and vocabulary by using the regular method. The instruments of the current research were two pre-post reading comprehension and vocabulary tests. The results demonstrated that there was a statistically significant difference at 0.05 level between the mean scores of the two groups in the post implementation in the results of the reading comprehension test and the vocabulary test in favor of the treatment group. Results also revealed that the strategy has a significant effect on developing some reading comprehension skills and vocabulary enrichment of primary six school pupils. Based on the obtained results, many recommendations, and suggestions were made.

The study aimed at exploring the impact of English as an additional language on EAL pupils' reading skills at Key Stage 2 at Oak Tree Primary School (Birmingham, Britain) with a view to identifying whether English as an additional language presents a barrier to the development of EAL young pupils' reading skills, the strategies used to support EAL young pupils to develop their reading skills, and how effective these strategies are in this regard. The study, which employed the qualitative approach, involved collecting data through semi-structured interviews with the EAL pupils' class teacher and the ESL mentor, observation of three Arab EAL young pupils at Key Stage 2, and documentary analysis of the school's EAL policy. The study revealed that the EAL young pupils could make some progress in reading through one-to-one support from staff and by being provided with well-developed resources. In spite of this, EAL pupils still underperform in comparison with their native English-speaking counterparts. The findings rationalized providing EAL pupils with bilingual support to help them overcome their reading difficulties.

Recently, there have been intensive discussions about teaching and implementing English in Algerian classrooms, especially at primary school. Hence, the present article attempts to describe and evaluate the third-year primary school (EFL) textbook, concentrating on content and feedback techniques according to teachers' views and attitudes. The study has used a comprehensive analysis to evaluate the textbook's efficacy in terms of its use, content and feedback. Therefore, utilizing content analysis and a teacher questionnaire. For testing the new textbook's various features, 33 primary school English instructors were selected through convenience sampling and asked to complete a questionnaire. The findings revealed that while the textbook was generally well-received for its engaging content and alignment with educational standards, several areas required improvement. The instructors emphasized the necessity of supplementary materials, culturally pertinent illustrations, and explicit guidelines for activities to accommodate various learning preferences. Furthermore, these insights will deepen and inform the ongoing debate about teaching/learning English at Algerian primary schools, and discern other questions and considerations regarding the textbook content and implementation.

The aim of this study is to investigate whether there is any impact of natural sound backgrounds on artistic production and attitudes toward the art education curriculum among 120 female primary school students in Riyadh's international schools. This study adopted the experimental approach to design two groups (control and experimental) to test the effectiveness of the independent variable (listening to natural sounds in the art education classroom) on the dependent variables (artistic production and attitudes toward the art education curriculum), as indicated by the scores of the two tools. The results showed a positive impact of natural sound backgrounds on some skills in artistic production and attitudes toward the art education curriculum. To achieve beautiful artwork, natural sound backgrounds can be added to classrooms and home environments while students do homework, play, practice arts, and pursue further studies at various levels such as high schools and universities. Additionally, other variables like creative thinking and different socio-economic backgrounds could be examined.

هدف البحث الحالي إلى بناء تطوير منهج الرياضيات في ضوء التجارب العالمية وأثر ذلك في تنمية القوة الرياضياتية لدى تلاميذ المرحلة الابتدائية، واستخدم الباحث المنهج التجريبي ذا التصميم القائم على مجموعة واحدة (قياس: قبلي-بعدي) وقام الباحث بتصميم أدوات البحث التجريبية التي شملت: كتيب لطالب الصف الرابع الأساسي، ودليل لمعلم الرياضيات لتدريس كتيب الطالب وفقاً لمعايير الرياضيات للصف الرابع الأساسي، وأعد كذلك اختبار للقوة الرياضياتية مكون من ثلاثة مجالات هي (التواصل، الترابط، الاستدلال الرياضي) وطبقت أدوات البحث التجريبية وأدوات القياس على عينة من تلاميذ الصف الرابع الابتدائي من مدرسة بروي للتعليم الأساسي التابعة لإدارة تلا محافظة المنوفية، قوامها (36) تلميذ، وقد أسفرت نتائج البحث عن وجود فرق ذو دلالة إحصائية عند مستوى (0,05) بين متوسطي درجات التطبيق القبلي والبعدي في اختبار القوة الرياضياتية (التواصل الرياضياتي- الترابط الرياضياتي- الاستدال الرياضياتي)، وكذلك فاعلية المنهج المطور في تنمية القوة الرياضياتية لدى مجموعة البحث من تلاميذ الصف الرابع الأساسي وفي ضوء ما توصل إليه الباحث من نتائج تم وضع التوصيات والمقترحات.

هدفت الدراسة تعرف فاعلية استخدام التعليم المدمج في تدريس العلوم على مستوى تحصيل تلاميذ المرحلة الابتدائية، واتبعت الدراسة المنهج شبه التجريبي حيث تم تطبيق اختبار تحصيلي على مجموعتين من تلاميذ الصف الصفوف الأولى في مادة العلوم الأولى تم تدريسها بالطريقة الاعتيادية والمجموعة الثانية تم تدريسها بطريقة التعليم المدمج، وقد توصلت الدراسة إلى نتائج أهمها وجود فاعلية للتعليم المدمج في مستوى تحصيل تلاميذ الصف الصفوف الأولى في مادة العلوم حيث تبين وجود فروق دالة إحصائيا لصالح المجموعة التجريبية التي تم تدريسها بطريقة التعليم المدمج. وعلى ضوء النتائج أوصت الباحثة بضرورة توفير البينة المناسبة للتعليم المدمج بما يحسن من المخرجات التعليمية وبرقع مستوى التحصيل التعليمي لدى تلاميذ الصف الصفوف الأولى في مادة العلوم، من خلال توفير البرامج والتطبيقات التعليمية المهمة للتعليم.

The current research aimed to identify the effect of using flashcards on developing Dolch Sight Word Recognition Skills among primary school pupils in Kuwait. The researcher prepared Flashcards on Dolch Sight Words suitable for second and third-graders at primary school. Recognition Skills were measured using an assessment card of Dolch Sight Word Recognition Skills for second and third-graders at primary school. The significant differences between the pre and post-measurements were calculated in the Dolch Sight Word Recognition test. The results showed statistically significant differences at the level (0.01) between the mean scores of the female second graders on the assessment card of Dolch Sight Word Recognition Skills in favor of post-measurement and statistically significant differences at the level (0.01) between the mean scores of the female third graders on the assessment card of Dolch Sight Words Recognition Skills in favor of post-measurement.

يهدف البحث إلى التعرف على تأثير الأسلوب المتشعب على مستوى التحصيل المعرفي في سباق التتابع لدى تلاميذ المرحلة الابتدائية، وقد استخدم الباحثون المنهج التجريبي بتصميم مجموعتين أحداهما ضابطة والأخرى تجريبية، تم اختيار مجتمع البحث من طلاب الصف الخامس الابتدائي للعام الدراسي 2019/ 2020م، بمدرسة الشهيد جمال أحمد عباس قرية الرياض مركز ناصر محافظة بني سويف وعددهم (100) طالبة، واستنتج الباحثون ما يلي:- - توجد فروق ذات دلالة إحصائية بين قياسين القبلي والبعدي في مستوي التحصيل المعرفي في تعلم سباق التتابع للمجموعة التجريبية قيد البحث. - توجد فروق ذات دلالة إحصائية في مستوي التحصيل المعرفي تعلم سباق التتابع بين القياس القبلي والقياس البعدي للمجموعة الضابطة قيد البحث. - الأسلوب المتشعب يساهم في زيادة التحصيل المعرفي لتلاميذ المرحلة الابتدائية بصفه عامة وفي سباقات التتابع بصفة خاصة

although Kuwait is progressing towards increased women's rights and gender expectations are being challenged in a variety of ways, traditional gender roles still dominate in many Kuwaiti people's minds, including children. In this paper, I used qualitative interview methods to compare the responses of Kuwaiti elementary school boys and school girls towards household gender roles. The findings from these interviews are analyzed within the framework of social constructivism. The results show that elementary children in Kuwait still hold onto certain traditional gender roles, particularly when it comes to domestic roles like cooking, cleaning, and other housework.