Developing Image Reading Skills to Support Visual Learning for Children with Learning Disabilities Magda M. Saleh Faculty of Early Childhood Education, Alexandria University, Egypt magda.mahmoud@alexu.edu.eg Marwa I. Battisha Educational Researcher, PhD from Faculty of Education for Early Childhood marwa.battisha1@gmail.com Abstract. A training activity is adapted to learn the child with learning difficulties how to read an image in the right way, which in turn develops his visual learning. Two groups are adopted: ten children with learning difficulties as a control group, and ten others as an experimental group, on which the authors have applied specialized-training activities for learning children with learning difficulties on reading images. A test has been applied to evaluate the visual learning of children who have learning difficulties on both the control and experimental groups. It has been shown that there are statistically significant differences for the favor of the experimental group among the average ranks of the control groups scores. Keywords. Training activity, Reading images, Learning disabilities 1. Introduction The awareness of our young children begins with the words, pictures and symbols attached to them since the first year of a child's life. He is fully aware that these images and words carry a clear and meaningful message to him, as they reach him and connect him to his outside world (Manning, 2004). So, we need to learn visual learning skills in education and even teach our students these skills, so that they can read the visual means of reading correctly and use them in the educational process successfully (Williams, 2003). Visual learning requires thinking arising from what we see; it is a non-verbal thinking pattern. It depends on what the eye sees and what is sent from a bar of information that happens (seeing) to the brain, where it is translated, processed and stored in memory for later processing by the mind (Ware, 2008) and (Callow, 2004). Studies such as (Sword, 2005) have shown that visual learning depends on vision and analysis. It requires the formation of mental images produced by the individual, which is known as visual perception, it means transforming the real image into a value at the level of imagination and the emergence of ideas into outer existence, in a simultaneous work between mental or mental cognition with visual perception. For example, the Internet and the computer have become an important means of thinking which depends on the image first and then move to the written texts. 51 Technium Social Sciences Journal Vol. 3, 51-62, February 2020 ISSN: 2668-7798 www.techniumscience.com