THE THINKING PATTERNS OF STUDENTS WITH READING DIFFICULTIES -ACCORDING TO HERMANN’S BRAIN DOMINANCE THEORY-

Abstract

The current study aims at finding out the thinking patterns of students with reading difficulties according to Hermann's brain-dominance theory, based on two 15-year-old cases, who suffer from reading difficulties according to the researcher's diagnosis of reading difficulties scale "acuteness". The Brain Dominance Scale was applied by the researcher "Belkard Muhammad" in order to measure the degree of each type of thinking according to the theory of "Hermann".

The obtained results after the application indicated that the dominant thinking pattern of students with reading difficulties is type C among other patterns. In light of this, we find that the indicators arising from “Hermann” theory have clear repercussions in the educational field, especially in the field of evaluating students, and predicting their abilities and potentials, which provides a helping hand to teachers and educators in the guidance process. Especially for those who have difficulties in reading, it is of great importance in the teaching and learning process, and therefore the use of various teaching methods, which contributes to the success of the educational mission.