بعض العوامل الموثرة على صعوبة الكتابة لدى تلاميذ السنة الرابعة ابتدائي بمدارس مدينة ورقلة (الجزائر)

The study aims to search for the extent of the relationship of some variables represented in (visual perception disorder, visual memory disorder, and hyperactivity disorder accompanied by attention deficit) with the emergence of writing difficulty among a sample of fourth-year primary students in Ouargla. The current study used three tools designed for this purpose, namely (Visual Perception Disorder Test, Visual Memory Disorder Test, and Attention Deficit Hyperactivity Disorder Test Network). The study concluded that there was no statistically significant correlation between the study variables (visual perception disorder, visual memory disorder, hyperactivity disorder accompanied by attention deficit) and writing difficulty. The study sample, the lack of motivation, the wrong teaching methods for teaching writing, and the group teaching method that does not take into account the special abilities and tendencies of the student