الفهرس 
الفصل الأول مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study tools used and the design of a program based on behind-the-knowledge strategies are the development of verbal situational language responses and self-academic among students with visual impairment.
Fifth, Hypothesis study:
1) There are statistically significant differences between the grades of the members of the experimental group in the tribal and post measurements on the scale of verbal situational language responses of students with visual disabilities..
2) There are statistically significant differences between the grades of the members of the experimental group in remote and sequential measurements on the scale of verbal situational language responses of students with visual disabilities.
3) There are no statistically significant differences between the mean scores of the post and follow-up measurements to test the situational oral language responses - before and after the application of the program - among second-grade preparatory students with visual disabilities.
4) There are no statistically significant differences between the mean scores of the post and follow-up measurements of the academic self-scale - before and after the application of the program - among second-grade preparatory students with visual disabilities.
Sixth, Determinants of the study:
1- A group of students with visual disabilities. in the second junior general class of the Schools of Light for the Blind in the provinces of Assiut, Suhaj, and Bani Suif; That’s because the second grade of junior high is an important link in junior high.
2- The proposed teaching strategies are: sq4r, reformulation (RAP, critical hearing.
3- Reading and text course for the first semester for pupils in the second preparatory year for the school year 2020/2021.
4- The study experience was applied in the first semester of the 2020/2021 school year.
5A quasi-experimental approach based on a one-group experimental design was used
The researcher used the following tools:
• A program based on meta cognitive strategies. (Prepared by researcher)
• Verbal situational language responses test for Second Grade students with visual disabilities. (Prepared by researcher)
• Verbal situational language responses Analysis Card for Second Grade Preparatory students with Visual impairment (Prepared by researcher)
• The Self-Academic Scale of Second Grade Secondary students with Visual disabilities.(Prepared by researcher)
Seventh Statistical methods:
Statistical methods used SPSS package such as the Wilcoxone test were used to determine the significance of the differences between the associated samples.
Eighth, The study results:
1-There are statistically significant differences between the grades of the members of the experimental group in the pre-test and post-test on the scale of verbal situational language responses of students with visual disabilities.
2-There are no statistically significant differences between the grades of the members of the experimental group in the pre-test and post-test on the scale of verbal situational language responses of students with visual disabilities.
3- There are statistically significant differences between the grades of the members of the experimental group in the pre-test and post-test on the scale of self-academic scale for students with visual disabilities.
4-There are no statistically significant differences between the grades of the members of the experimental group in the post-test and follow up of the self-academic scale of students with visual disabilities.