Abstract

The present research aimed at recognizing the effect of Programmed Education (PE, hereafter) in developing writing skills for children of learning difficulties in primary education in Saudi Arabia. This empirical study is a case study of primary level students from the learning difficulties centers in KSA. The study sample is chosen randomly consisting of two groups: controlled (50 students), and experimental (50 students), wherein the study instruments have been applied after checking its validity and reliability. The results of the study shows that there is a difference of statistical significance at (α = 0.05) between the controlled and experimental groups related to the effect of programmed education in developing writing skills of children with learning difficulties in primary education in the Northern Border area of the Kingdom of Saudi Arabia.

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