Implementation of Erikson’s Theory in Developing Reading Skills for Students with Learning Disabilities

Abstract

This study aimed to evaluate how well a training process based on Erikson’s theory helped Saudi Arabian students with learning disabilities (LDs) build their reading independence. Pupils with learning difficulties who were enrolled in learning centres at public elementary schools in Jeddah City made up the research population. The sample size included 60 male and female second, third, fourth, and fifth grade pupils from Jeddah City schools who were recognised as having learning disabilities by the resource room instructor. The study sample was proportionally separated into two parts: experimental and control samples. A collaborative training package that encompasses multiple events and tasks was undertaken by the researcher and the participants in diverse ways and approaches were designed to meet the study’s objectives. According to the findings, there were statistically relevant variations in the mean values of the experimental and control samples in the post-test for independence abilities, with the difference favouring the experimental group. Due to the collaboration between variables for both genders and group attributes on the post-test, the results likewise demonstrated no statistically noteworthy variances in independence skills. In the follow-up test, there were statistically significant variances between the level of independence in the experimental and control samples, and the disparities were in the experimental group’s favour. A series of academic references and projected investigations were then made after the findings were evaluated in light of the study’s theoretical context and the findings of earlier research in the area.