Word Recognition Errors of Students with Learning Disabilities in the Elementary School from Their Teachers' Point of View

This study aimed to find out the word recognition errors of students with learning disabilities in the primary school from the point of view of their teachers. It also aimed to reveal the effect of the study variables (academic qualification and experience) on learning disabilities teachers’ knowledge of word recognition errors among students with learning disabilities in the primary school. To achieve the objectives of the study, the researcher used the descriptive survey method. The study sample consisted of a simple random sample of teachers, which numbered (133) teachers. The study reached a set of results, the most notable of which are: The study applicants agree that there is a very high level of word recognition errors during both reading and writing among students with learning disabilities in the primary stage from their point of view. There are no statistically significant differences at the significance level (0.05) in primary school teachers’ estimates of word recognition errors among students with learning disabilities due to the experience variable. The results also found that there were statistically significant differences at the level of significance (0.05) in primary school teachers’ estimates of word recognition errors among students with learning disabilities due to the academic qualification variable. The differences were in favor of the group of PhD holders, which shows that they are the group most aware of word recognition errors.