جستجوی مقالات مرتبط با کلیدواژه « spatial » در نشریات گروه « علوم تربیتی »

The aim of the present study was to investigate the effectiveness of spatial-temporal organization and phonemic awareness on reading and writing of first grade students with learning disorders. The research population included all students with learning disorders in academic period of 2012-2013 in Karaj. The design of the present study, regarding its purpose, was expo facto and, regarding its method, was quasi-experimental including two-groups with a pretest and a posttest. Using random sampling, 30 girl and boy students from first grade were chosen and divided into an experimental and a control (15 students in each) groups. Shirazi and Nilli' (2013) test for diagnosing dyslexia was used. To analyze the data, MANCOVA and test of analysis variance were used. Analysis of data showed that instruction of spatial-temporal organization and phonemic awareness on reading and writing of students with learning disorder was effective. Also, this effect was more apparent in girls than boys. Thus, we can claim that high-quality and target-specific reading instruction programs and devising the same opportunities for learners who are learning at different levels are likely to provide the basis for progress.

The present study compared the visual–spatial abilities, and memory in students with and without reading disorder (RD). The sample included 120 students (60 with and 60 without RD, each group consisted of 30 male and 30 female students), that were examined through Rey’s test. The data analyzed through Multivariate Analysis of Variance (MANOVA) showed that there existed a significant difference between visual-spatial intelligence and memory scores in female students with and without RD. Also, the scores of visual-spatial abilities, and memory were reported higher in students without RD. In addition, the difference between visual-spatial abilities scores in male students with and without RD. Also, the scores of visual-spatial intelligence were represented higher in students without RD. However, there was no significant difference between scores of memory in male students with and without RD. Accordingly, the findings could be enjoyed in educational strategies for students with RD

This study aimed at considering the effect of computer-based cognitive empowerment on active memory performance, attention, language ability, visual-spatial abilities and eloquence and fluency in elderly people. This research method was experimental in which cognitive performance (active memory, attention, time of visual / auditory reaction) were taken into account before and after presenting computer-based cognitive empowerment on experimental group for 20 thirty-minute sessions within 8 weeks. Statistical population included elderly people of Khuban sanatorıum of Tabriz with the age range of 60-65. Regarding the experimental the sample included 30 people (15 people for experimental group and 15 people for control group) that were chosen out of the elderly people by available sampling method and were randomly assigned in two groups of experimental and control, and subjects were matched in both groups. The used instruments were computer-based cognitive assignment of brain and cognition sciences center and Aden Brook, revised version test. Data were analyzed by descriptive statistics such as mean, standard deviation, frequency and descriptive chart and the hypotheses were tested by Covariance Analysis Method. The findings indicated that computer-based cognitive empowerment was effective on cognitive functions (active memory, attention, spatial/ visual).

The purpose of this study was to review briefly related literature on nature, diagnosis, and treatment for nonverbal learning disorders (NVLD).

Related research and text literature were reviewed for this purpose, and the most important pivots were emphasized. Results and

As a result, we can suggest that NVLD is a condition including deficits in visuo-spatial, sensory, motor, and social abilities. It has various features in different stages of development, and may be misdiagnosed. Brain white matter has been claimed to be responsible for the condition. The intervention guidelines stress on individualized, concrete, and paced therapeutic techniques.