zoleykha shadmani

Rapid naming is one of the components of phonological processing that have been studied in dyslexic children. Most of the dyslexic children have difficulties in rapid naming of visual stimulus, especially stimulants which require fast access and retrieval sequence of verbal numeric labels. The purpose of this study was to evaluate the effectiveness of programs designed to increase rapid naming of letters in third grade elementary students with dyslexia.This study was an interventional study with pretest-posttest and a control group. Eighteen third grade dyslexic students participated in this study. Before and after the intervention, rapid naming test were conducted. Participants were divided randomly into two groups. The experimental group participated in 10 sessions of therapy. To compare the clinical efficacy, the data obtained were analyzed with independent t-test, paired t in SPSS 19 and effect size. Data analysis showed that rapid naming of letters increased in both groups with different effect size, such that the training group went from 44.11 before the intervention to 26 and the control group went from 49.11 to 44.77. The speed of naming between the two groups after treatment showed a significant difference (p <0.05). The results of statistical analysis showed that the mean rapid naming letters are significantly different in the two groups after the intervention. Given the size of the effect in the experimental group than the control group, it can be concluded that the program designed, improved speed of naming skills in dyslexic students.

The goal of this study is to examine some of the narrative skills (The total number of words and Mean length of utterance) in three groups of children (normal, cochlear implant and intellectual disability) between the ages 4-5 and identification of spots which have been impaired in two groups of delayed speech and language developmentThis cross sectional descriptive analytic research was conducted on 26 typically normal children and 30 children with delayed speech and language development (15 cochlear implants and 15 Intellectual Disability children) in a convenient sampling method. Data collected via describing a picture. Then the children are asked to retell the story for 7 minutes. After transcription, the total number of words and the mean length of utterance were calculated based on the two scales of morpheme and word. Data entered into SPSS21 software and analyzed using the. test parametric Mann-Whitney¬ U and nonparametric Independent - Samples TFindings indicated that the mean total number of words was 47 in normal children and 36/6 in children with intellectual disability. These differences were significant (p<0/05). Whereas was no noticeable difference in two groups of normal and cochlear implant children in the number of total words (p>0/05). Mean Length of Utterance obtained 4/58, 4/12, 3/71 in the normal, cochlear implants, and intellectual disability children ordinarily. Therefore, there was a significant difference between the three groups of children in this variable (p<0/05The result indicated maybe low IQ has more impact on the total number of words than hearing loss after cochlear implant. While the mean length of utterance affected by both hearing loss and IQ