ISSN: 2222-6990
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Some students in the basic stage suffer from language disorders as language disorders become one of the most common learning difficulties that affect the academic level of many basic stage students. Hence, this study aims to identify the language disorders experienced by basic stage students from the teachers’ point of view. This study depends on the quantitative approach to prepare the theoretical framework, build the study’s appropriate tool to apply, analyze and interpret the results. To achieve the goals of the study, a questionnaire was developed for data collection, and its sincerity and consistency was confirmed. The questionnaire consists of 25 items; the study sample consists of 148 basic stage female teachers from the city of Irbid, Al Wasatia District. To answer the study questions, the arithmetic mean and standard deviations for linguistic disorders were calculated, and the results of the study showed that respondents' perceptions of linguistic disorders items came with an average degree. While the results showed that there were no statistically significant differences among students in the level of language disturbances from teachers’ point of view due to variables of age, educational qualification and grade of study, the study, however, showed that there are statistically significant differences due to years of experience variable.
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In-Text Citation: (Alkhlouf et al., 2020)
To Cite this Article: Alkhlouf, A. M., Omar, M. bin C., & Azakzeh, M. (2020). Linguistic Disorders for Basic Stage Students from Female Teachers Point of View in The Governorate of Irbid. International Journal of Academic Research in Business and Social Sciences, 10(8), 202–215.
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