The Effectiveness of an Artificial Intelligence-Based Program in Reading and Verbal Communication among Children with Specific Learning Disorder

        The present study aimed to examine the effectiveness of a program based on artificial intelligence (AI) applications in improving reading and verbal communication among children with Specific Learning Disorder (SLD). The study employed an experimental design and was conducted on a sample of 16 children aged between 10 and 12 years. Participants were randomly assigned to two equal groups: an experimental group and a control group. The following instruments were used: the Stanford-Binet Intelligence Scales, Fifth Edition (Arabic adaptation by Abdel-Mawgoud Abdel-Samea, 2017); the Rapid Neuropsychological Screening Test (Arabic adaptation by Abdel-Wahab Mohamed Kamel, 2007); the Diagnostic Rating Scale Battery (developed by Fathi Mostafa Al-Zayat, 2015); the Reading Scale for Children with Specific Learning Disorder (developed by the researchers); the Verbal Communication Scale for Children with Specific Learning Disorder (developed by the researchers); and the AI-based program (also developed by the researchers). The results indicated that the program was effective in enhancing reading and verbal communication among children in the experimental group, showing significant improvement. Furthermore, no statistically significant differences were found between the post-test and follow-up test scores in reading and verbal communication within the experimental group, suggesting the sustained effectiveness of the program over time. The study concluded by emphasizing the importance of adopting AI applications to enhance reading skills and verbal communication among children with Specific Learning Disorder.