Reading is one of the most important skills of the Arabic language, as it is an essential means for understanding and accepting other school subjects and openness towards the gate of knowledge through access to various sciences and cultures. Despite the importance of primary school pupils mastering reading skills, the reality indicates that many of them are at a low level and suffer from dyslexia, which is transmitted with them in the following stages of learning in the event of failure to detect and early diagnose it. When the disability relates to reading, the difficulty is represented in the accuracy of reading words, reading rate, fluency, and reading comprehension, and the term dyslexia refers to learning difficulties that are characterized by problems in the accuracy and fluency of recalling words, deficiencies in the level of decoding, and the ability to spell. , as well as other difficulties related to mathematical reasoning and reading comprehension. The process of diagnosing dyslexia contributes to determining the type of disability, and then identifying the strengths and weaknesses of the student through the general diagnosis, which aims to identify students with dyslexia and this requires a detailed analysis, and the analytical diagnosis is based on identifying areas of deficiencies and inferring appropriate educational patterns , and the diagnosis according to the case study method, and it is considered one of the most important cases of diagnosing dyslexia, as it includes precise operations that require long periods of time that do not benefit students who suffer from simple cases of reading disability. The problem of dyslexia is not limited to a specific stage, but it extends with the extension of the individual’s life and does not disappear at a certain age. It is also growing and has been dealt with over three decades and is still under discussion, in addition to being not limited to a specific language, as there are many languages and the problem is unified. Hence, it is a global problem with multiple entrances, as its sources vary between psychologists, education, medicine, linguistics, and then the entrances to diagnosis and treatment vary. It should be noted that the approaches to teaching the Arabic language must be based on a philosophical theory of the Arabic language, the characteristics of the Arab culture, the nature of the learner, his needs and tendencies, and the nature of the growth of each learner, in addition to paying attention to educational materials, techniques, linguistic evaluation methods, orally and in writing, and various activities, where language programs are built. with its various elements in light of the entrance, which provides the appropriate environment to achieve the targeted learning outcomes. In the light of the foregoing, the researcher sees the importance of the auditory-verbal approach in satisfying the learner's psychological needs, and also contributes to the development of the learner's cognitive and personal abilities, the development of the ability to pronounce correctly and take into account the exits of letters, and the ability to verbally express what is going on inside it, which necessitates starting to use it in pleasant ways in The first grades, and the integration between the effective role of the teacher and the learner and the various educational materials, whether audio, visual or written, contributes to the actual diagnosis of the problem of dyslexia and identifying its causes and building the program based on the oral audio approach to treat dyslexia among students, and increasing its effectiveness, and then the idea came The study in adopting the oral audio approach in the treatment of dyslexia among primary school students. The study Problem The following main question can be formulated: What is the effectiveness of a program based on the oral auditory approach to treat dyslexia among primary school students? The main question is divided into the following questions: 1- What are the differences between the members of the experimental and control groups of primary school students in the post-measurement on the dyslexia scale? 2- What are the differences between the members of the experimental group of primary school students in the pre and post measurements on the dyslexia scale? 3- What are the differences between the members of the experimental group of primary school students in the post and follow-up measurements on the dyslexia scale? Objectives of the study The objectives of the current study can be identified in: 1- Reducing dyslexia among primary school students through a program based on the oral auditory approach. 2- Ensure the continuity or effectiveness of the program after implementation and during the follow-up period in reducing dyslexia among primary school students. The importance of studying The theoretical and practical importance of the current study can be identified as follows: 1- It deals with a variable associated with learning difficulties, which is dyslexia as one of the special learning difficulties in the lives of students, especially primary school students. 2- It deals with an important and relatively recent subject, which is dyslexia, as reading is one of the most important factors on which good academic achievement and adaptation in normal life situations depends. 3- Studying primary school students, due to its great importance in the stages of children’s learning and their scientific progress in the following stages. 4- The importance of the study comes in its approach to the oral-audio approach, which is based on the development of students' speaking and listening skills, which contribute to the treatment and reduction of dyslexia among students. 5- Shedding light on the need to pay attention to the oral audio approach in the treatment of dyslexia, and to develop students' Arabic language skills. 6- The results of the study can benefit those in charge of the educational process in preparing and presenting Arabic language curricula in a way that contributes to the treatment of dyslexia among students. 7- The results may be useful in urging those in charge of the education process to provide educational content that raises students' competence in speaking Arabic fluently in life situations. 8- The results of the study may be useful in directing the attention of curricula designers to include the methods and strategies of the oral audio approach in the design of the curricula. 9- The treatment of dyslexia results in developing the student's self-confidence, and achieving a correct understanding of meanings and vocabulary that contributes to achieving the desired learning outcomes. Study assignments Based on the theoretical framework and the results of previous studies, the study hypotheses could be formulated as follows: 1) There are statistically significant differences between the mean scores of the experimental and control groups on the dyslexia scale in favor of the experimental group. 2) There are statistically significant differences between the mean scores in the pre and post measurements on the dyslexia scale of the experimental group in favor of the post measurement. 3) There are no statistically significant differences between the mean scores in the post and follow-up measurements on the dyslexia scale of the experimental group. Study determinants The limitations of the current study are as follows: 1) Methodological determinants, including: A- Research Methodology: The experimental approach with a quasi-experimental design was used. To identify the effectiveness of using the therapeutic program based on the oral audio approach in the treatment of dyslexia, and to verify the research hypotheses. B- The study sample: it is represented in a sample of the second grade students at Al-Aslougy Elementary Joint School, whose number is (14) male and female students who suffer from dyslexia, divided into two groups equally, experimental and control. C- Study tools: These are: • Rapid Neurological Scan Test (Arabization and Codification: Abdel Wahhab Kamel, 1989) • Raven's Colored Progressive Matrices: Prepared by Raven (Translation and Standardization: Emad Hassan, 2016) Dyslexia Scale for Children and Adolescents (Prepared by: Adel Abdullah, 2009) The program based on the oral audio input (prepared by: the researcher) D- Statistical Methods: The researcher used non-parametric statistical methods represented in the Mann-Whitney and Wilcoxon test. 2) Objective determinants: some levels of dyslexia (reading performance - writing performance - memory performance - comprehension and assimilation - perception and discrimination - arrangement) - some methods and strategies used within the oral-audio approach; Within the topics of the Arabic language book, Communication - the second semester - the fourth axis (communication). 3) Spatial determinants: Al-Aslougy Elementary School in Zagazig City - Sharkia Governorate. 4) Temporal limitations: the second semester of the academic year 2021-2022 AD / 1442-1443 AH. Results There are statistically significant differences at the level of significance (0.01) between the mean ranks of the scores of the experimental and control groups on the scale of dyslexia, in the post-measurement, in favor of the experimental group. The dyslexia scale, in the pre and post measurements, in favor of the post measurement, and there were no statistically significant differences between the mean scores of the experimental group on the dyslexia scale in the post and follow-up measurements.