نارساخوانی

This study aimed to develop and validate a metronome-based cognitive rehabilitation package to assess its effectiveness on the executive functions of children with dyslexia. The research utilized an exploratory mixed-methods approach. In the qualitative phase, the cognitive rehabilitation intervention package was created through a meta-synthesis method, drawing on articles published between 2000 and 2024. This package was subsequently approved by experts in the field. In the quantitative phase, a quasi-experimental design featuring a pretest-posttest with a control group was employed. A total of 30 boys aged 9 to 11 with dyslexia were selected in 1403 using a convenience sampling method and randomly assigned to either the experimental or control group. The intervention program was implemented over 15 one-hour sessions. Data collection was conducted using the Executive Functions-Brief Scale (BRIEF). The validity of the developed package was assessed through content analysis, while its effectiveness was evaluated using repeated measures analysis of variance and multivariate analysis of covariance, performed with SPSS version 24 software. The findings indicated that the average relative content validity coefficient and content validity index of the developed package were 0.95 and 0.98, respectively, with a Holst coefficient of 0.78, demonstrating that the intervention possesses appropriate validity. Statistical analyses revealed significant improvements in executive functions and their components at the post-test and one-month follow-up stages for the experimental group compared to the control group. In conclusion, the metronome-based cognitive rehabilitation package is effective in enhancing the executive functions of children with dyslexia and can be utilized to support these children's cognitive development.

The purpose of this research was to develop an educational package based on cognitive-perceptual components and to investigate the effectiveness of the developed package on the variable of academic self-efficacy of dyslexic students. The qualitative research method was content analysis according to Atride-Stirling (2001) and the quantitative research method was a semi-experimental design with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the study was 2800 students of the second period of primary school in Saman city in the academic year 1402-1403. The sample in this study included 40 students of the second period of primary school who were selected by convenience sampling method and randomly assigned to the experimental and control groups. The students in the experimental group received the cognitive-perceptual educational package individually over 8 weeks in 18 50-minute sessions. The questionnaire used in this research included the academic self-efficacy questionnaire of Patrick, Hicks and Ryan and the checklist of dyslexia symptoms. The data obtained from the research were analyzed by mixed variance analysis using SPSS 23 statistical software. The results showed that the perceptual-cognitive educational package for dyslexic children has sufficient content validity according to experts. Also, this educational package has an effect on academic self-efficacy (P>0.0001; Eta>0.28; F>9.52) of dyslexic students. Based on the findings, it can be concluded that the perceptual-cognitive training package can be used as an efficient method to improve the academic self-efficacy of dyslexic students.

Dyslexia, also known as reading disorder, is a type of learning disorder in which a person has difficulty reading despite normal intelligence. The purpose of this research was the effectiveness of education based on successful intelligence on academic resilience and academic vitality of male students with dyslexia in Birjand city.

The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all the male students of the sixth grade with dyslexia in Birjand city in the academic year of 2022-2023. Among the statistical population, 24 students with dyslexia were selected by available sampling and all of them were randomly selected in the form of two experimental groups (12 people) and control groups (12 people). The experimental group underwent successful intelligence training for 12 sessions of 60 minutes. The data collection tool included Samuels' academic resilience questionnaire (2004) and Hossein Chari and Dehghanizadeh's questionnaire (2013). In order to analyze the research findings, univariate and multivariate covariance analysis was used.

The results of the analysis of the research findings showed that intelligence-based education is effective in strengthening academic resilience and academic vitality of students with dyslexia (p<0.01).

According to the results of this research, it is suggested that education based on successful intelligence be used to improve and strengthen academic variables such as: academic resilience and academic vitality in students with learning disabilities.

Dyslexia is the most common learning disorder in school children, which has been carefully investigated. This disease is characterized by a marked impairment in the growth and development of reading skills. The current study was conducted in order to develop and examine the construct validity of the questionnaire of teachers' awareness of dyslexia (TAD).

The present questionnaire was prepared and distributed among 416 primary school teachers in the public schools of Razavi Khorasan province who were selected through multi-stage cluster sampling. Participants were both male and female pre-service as well as in-service official teachers in the Ministry of Education. To substantiate the construct validity of the survey, exploratory factor analysis (EFA) was employed using SPSS software, and to measure the factoriality of the inter-correlation matrix, Kaiser-Meyer-Olkin (KMO) test of sampling adequacy and Bartlett's test of sphericity were used. Confirmatory factor analysis (CFA) was also conducted using LISREL.

The results of the the above-mentioned tests demonstrated that the factor model was appropriate. Moreover, the results of the rotated component matrix indicated that teachers' knowledge and understanding of students’ problems in lower order of processing, vocabulary, loss of concentration, and vocabulary decoding were the main four factors in the present questionnaire.

The questionnaire was constructed conducting exploratory and confirmatory factor analyses and the obtained statistical results were analyzed. The questionnaire was found to be reliable and valid enough so as to examine teachers’ awareness of dyslexia. Finally, the implications were presented.

The purpose of this study was to examine the effectiveness of telling Azerbaijani folktales on the reading performance of Turkish-speaking students with dyslexia. The research was semi-experimental and had a pretest-posttest design with a control group. The statistical population consisted of 16 primary school students (five girls and 11 boys) with dyslexia who were referred to the Center of Learning Disorders in Naqdeh city and had received a diagnosis of dyslexia. The students were selected by convenience sampling and then randomly assigned to the experimental or control groups (n=8 per group). Both groups filled out the Reading and Dyslexia Test at the beginning and end of the study. A folktale-telling intervention was performed in the experimental group once a week for eight sessions. The results of the multivariate analysis of covariance (MANCOVA) showed that the mean reading performance (reading words, word chains, rhyme test, naming images, text comprehension, word comprehension, phoneme reading, non-word reading, letter cues, and category cues) increased significantly in the experimental group (p < 0.05). The results thus suggest that folktales offer an effective way to improve reading performance in students with dyslexia.

The purpose of this research was to investigate the effectiveness of mindfulness on self-esteem and social interaction of students with dyslexia.

The present study was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of this research included all students with dyslexia in Neishabur city in the academic year of 2022-2023, 30 people (15 people in each group) were selected by available sampling method. Cooper Smith's self-esteem questionnaires (1976) and Carol Glass's social interaction perception questionnaire (1994) were used to collect data. The experimental group received the mindfulness skills test of Kabat-Zinn et al. (1992). The control group did not receive any intervention. Data were analyzed using SPSS version 23 software and multivariate analysis of covariance test

The results showed that there is a significant difference between the experimental and control groups in the post-test in self-esteem and social interaction (P<0.05) and the experimental group has higher self-esteem and social interaction.

According to the obtained results, it can be said that the mindfulness program was effective in improving the self-esteem and social interaction of children with dyslexia. Therefore, it is suggested that specialists and therapists use this intervention to improve the self-esteem and social interaction of children with dyslexia.

The present research was conducted with the aim of investigation of the mediating role of implicit learning in the relationship between spatial cueing and visual search with students' dyslexia in the second language. 

The method of the current research was path analysis correlation. Participants were selected from among the students of the first secondary schools of Tabriz in 2022 through purposive sampling. To collect data, the dyslexia subscale of the Colorado learning disability questionnaire and Coglab software were used. To determine the significance of the mediating relationships of the model, Bootstrap and Sobel tests were used in Amos software and SPSS version 24.Resuts: The results showed that the variables of implicit learning, spatial cueing and visual search played a role in explaining the students' second language dyslexia model which in total, 49% of the variance of second language dyslexia was explained through model variables. The direct effect of implicit learning (-0.47) and visual search (-0.34) was significant in estimating students' second language dyslexia. But the direct effect of spatial cueing was not significant at the 5% level. The indirect effect of visual search (t-value = 2.08) and spatial cueing (t-value = 1.98) was significant (P < 0.05) with the mediation of the mediating role of implicit learning.

Considering the role of spatial cueing, implicit learning and visual search in explaining the model of students' dyslexia, it seems that students' dyslexia can be resolved by strengthening spatial marking, implicit learning and visual search.

The current research aims to develop and validate an educational package based on positive emotional stimuli for dyslexic students. For the validation of the package, 38 relevant experts were selected from university professors, child psychologists, learning disorders experts, and teachers, of whom 8 were In the field of educational psychology, 5 people in the field of psychology of exceptional children, 14 experts in other fields of psychology and children, and 11 people from teachers of educational and rehabilitation centers for unique learning problems were selected as samples, and members of the accreditation group, whose sampling method was available in the academic year 2022 –2023 were selected in the cities of Mashhad and Tehran. They were present in the evaluation process without a drop of subjects. 20 images and 24 words were selected from the appropriate sources and contents by a qualitative method and by reviewing related articles and contents. After removing inappropriate items in terms of ratio and validity index, the package of emotional stimuli was reduced to 11 images and 20 words. Finally, the ratio of CVR content validity and CVI content validity index, which were 0.29 and 0.7, respectively, indicated the acceptable validity of this package. As a result, according to the validity of the current educational package, its implications and practical capabilities can be well used to prepare content, educational tools, and media.

This research was conducted with the aim of the effectiveness of multiple sensory methods on self-discipline and self-assessment of 9-10-year-old dyslexic female students. The research was in terms of practical purpose and semi-experimental design of pre-test-post-test type with a control group. The statistical population was 9 and 10-year-old dyslexic students of Razen city in the academic year of 1401-1400. Through screening with dyslexia checklist and intelligence test, 30 of them were purposefully selected as samples and randomly divided into two groups of 15. were tested and controlled. The experimental group received training in multiple sensory methods during 10 weeks and in 10 sessions of one and a half hours, while the control group did not receive any training. The tools used in this research were Selimi Timuri's reading disorder test (2006), Raven's IQ test (2010), Zandkarimi's self-discipline questionnaire (2010) and Zandkarimi's self-assessment questionnaire (2010). Data were evaluated using Spss software and descriptive and inferential statistics with analysis of covariance test. The results showed that teaching multiple sensory methods have an effect on students' self-discipline and self-assessment. Certainly, knowing a person about himself and his abilities and weaknesses can be effective in improving his living and learning conditions. In this regard, the mastery of teachers and parents on the use and application of the capacities and abilities of students with learning disorders with modern educational methods will have a great impact on their success and prevent them from experiencing a sense of helplessness and school truancy.

The purpose of this study is to evaluate interventional training of visual and auditory accuracy strategies on improving the reading performance of dyslexic students in the second grade of elementary school. The statistical population of this research includes dyslexic students of the second grade of Kashmar city in 2019-1400. According to the research community, available sampling method has been used. A sample of 16 people was selected from the clients of the learning disorders center of Kashmer city. The research method was semi-experimental with a pre-test-post-test design. Interventional training of visual and auditory accuracy was carried out on the experimental group during 12 sessions of 45 minutes. The research tool was the face dyslexia test. The obtained data were analyzed by covariance analysis method. The results of the research showed that interventional training of visual and auditory accuracy is effective in improving the reading performance of dyslexic students.

The present study was conducted with the aim of investigating the effectiveness of a direct attention training program on the attention dimensions of dyslexic students. The layout of the current research design semi-experimental pre-test-post-test-follow-up type with a control group. The statistical population included all male students of the third grade of Kermanshah city in the academic year of 1402-1401. In this regard, 30 dyslexic students were selected as available and randomly replaced in two experimental and control groups. The experimental group received the direct attention training program in 12 sessions of 45 minutes. Research tools were Stroop test, Wisconsin card sorting test and continuous performance test. Data were analyzed using mixed variance analysis and the SPSS-24 software. The findings showed that there was a significant difference between the aspects of Sustained, selective and shifting attention of dyslexic students in the three stages of pre-test, post-test and follow-up by considering different experimental and control groups (P>0.05) According to the results, the direct attention training program can be effective in strengthening the dimensions of stable, selective and shifting attention of dyslexic students. From a practical point of view, considering the effectiveness of direct attention training program exercises in reducing the attention problems of dyslexic students, this program is recommended as one of the basic strategies of cognitive interventions to teachers and learning disorder specialists.

This research aimed to investigate the effectiveness of teaching creative thinking according to Edward Dubono's method on the academic self-concept and school enthusiasm of students with dyslexia in the fourth grade of Tiran and Karvan cities in the academic year of 2020-2021.

In this research, the method was quasi-experimental with a pre-test, post-test design and a control group and a 1-month follow-up. The statistical population was all dyslexic students in Tiran and Krone cities in 2020-2021. The sampling method was available and the number of samples was 30 people who were randomly divided into two experimental and control groups. The experimental group received online creative thinking group training in the De Bono method during 10 sessions, once a week. The measurement tool in this research was the academic self-concept questionnaire (Yi Hysenchin, 2004) and the enthusiasm for school questionnaire (Wang, Violet and Scales, 2011) and the dyslexia diagnostic test (Heidari et al., 2015). The data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test using spss23 software.

showed that the teaching of creative thinking by the de Bono method on general academic self-concept at a significance level of p>0.05, F=32.42 and the effect rate is 0.60, school academic self-concept with F=49.128, the effect rate is 0.82 and Non-academic self-concept was significant with F=32.82 and the effect rate was 0.74. Also, teaching creative thinking by de Bono method on behavioral enthusiasm at a significant level, p>0.05, F=44.801 and the effect rate 0.96, emotional enthusiasm F=25.197, effect rate 0.87 and cognitive enthusiasm with F=22.273 and the effect rate of 0.90 was also significant. Also, the post-test showed a significant difference between the post-test and the follow-up test in the intervention group in both variables.

Based on these results, it can be said that the creative thinking method according to the de Bono method can be effective on the academic self-concept and school enthusiasm of students with dyslexia.

This study aimed to determine the effectiveness of mindfulness training on working memory capacity of children with dyslexia in a case study with A-B design . The study sample comprised three fourth-grade girls with dyslexia who were randomly selected from the children referred to Shiraz counseling centers in the academic year 2020-2021. The research tools were Wechsler Intelligence Scale for Children (1986), and Pickering and Gathercole’s (2001) Working Memory Test. Mindfulness program was instructed in ten 90-minutes sessions. Paired t-test was used to analyze the data. The results indicated that mindfulness training program had a significant effect on improving the working memory capacity of children with dyslexia in three components: Central Executive, Phonological Loop and Visual Spatial Sketchpad. According to the findings, it is suggested that teachers and therapists use mindfulness techniques as an independent method or complementary to other treatment methods to strengthen the working memory capacity of children with dyslexia.

The aim of this study was to investigate the effect of individual education methods (mastery learning and private education) on the self-esteem, motivation, education and reading performance of dyslexic elementary students.

The research method was quasi-experimental and was a pre-test-post-test design with two experimental groups and one control group. The statistical population consists of all fourth and fifth grade students with special learning disabilities of the reading type. Thirty two people were selected by purposive sampling method. After completing the Cooper-Smith Self-Esteem Questionnaire (SEI), the revised Wechsler Intelligence Scale, the Reading and Dyslexia Test, and the Hermans Academic Motivation Questionnaire, the participants were randomly divided into two experimental groups and one control group (16 people per group). Educational intervention was presented to the experimental groups in 8 sessions for one month and the control group did not receive any intervention. Data were analyzed using analysis of covariance and SPSS software (ver. 26).

The results showed that students who received individual training had higher scores on academic motivation, self-esteem and reading performance compared to the control group.

According to the research results, individual education methods had a positive effect on academic motivation, self-esteem and reading performance of students with dyslexia. Therefore, individual education methods can be used as an effective educational program to solve the problems of these students in primary schools.

Specific learning disability can significantly affect academic success and progress at any age. This research was conducted with the aim of comparing executive functions with sub-components of processing speed and working memory in children with and without dyslexia.

The method of this research is a descriptive causal-comparative one. The statistical population of the research was all male students with and without dyslexia, from the third to the fifth grade of elementary school who referred to learning disability centers in the academic year 1400-1401, out of which 60 people were selected by available sampling (30 people with dyslexia and 30 people without dyslexia). ) were selected and answered the Wechsler intelligence questionnaire. Data were analyzed using multivariate analysis of variance.

Data were analyzed using multivariate analysis of variance. In general, the findings of this research showed that the difference between the two sample groups is significant in terms of processing speed (F = 4.317, p = 0.003) and working memory (F = 5.342, p = 0.000).

According to the results obtained from the present research, paying attention to executive functions such as working memory and processing speed can lead to promising results in the timely diagnosis, education and rehabilitation of students with special learning disorders and learning difficulties.

The aim of this study was to determine the effectiveness of an intervention program based on multiple learning systems on improving performance and interest in reading of dyslexic students.

The study employed quasi-experimental study with a pretest-posttest design and a control group. The statistical population of the study included second grade dyslexic students in Maragheh. 30 dyslexic students were selected randomly and were divided in to an Experimental (n = 15) and a control (n = 15) group. The intervention program was performed on the experimental group for 14 sessions of 45 minutes. At the beginning and end of the intervention program, indicators of reading performance improvement, which included reading speed, accuracy and comprehension, were measured. Students' interest in reading, were also measured. Data were analyzed using analysis of covariance.

The Findings shows that there were significant differences between two groups, reading speed (F = 1337.6 = P = 0.00), reading accuracy (F = 491.6 = P = 0.00) and reading comprehension (F = 56.5 = P = 0.00) as well as the rate of improvement. Interest (P = 0.00 / F = 16284).

An intervention program based on multiple learning systems can be effective in improving the reading performance of students with reading disabilities. Therefore, it is recommended that the facilitators and educators of the Special Learning Disabilities Centers use this program to improve learning of Students' with dyslexia.

The aim of this study was to compare the effectiveness of executive functions training based on computer games with the training of sensory integration exercises on word reading and text comprehension symptoms in dyslexic students.The study method was quasi-experimental with pre-test, post-test design and a control group and follow-up stage. The statistical population included all students with elementary school learning disability in districts 2 and 5 of Tehran (128 persons) in 2020-2021. 30 dyslexic students in the age of 8-11 (19 boys, 11 girls) were selected by available sampling and randomly assigned to three groups of 10 people. The experimental groups underwent intervention for 20 sessions of 30 minutes. The control group did not receive any intervention. Pre-test and post-test were performed, then after 4 months the follow-up test was performed again. Assessment tools included the Wechsler Intelligence Scale for Children-Revised- Forth Edition (WISC-4), Reading & Dyslexia Test (NEMA), N-back Test, Sensory Profile 2 (SP2). Data were analyzed by Two-factor mixed ANOVA method using SPSS23 software. The results showed that there was no significant difference in word reading score between computer experimental groups and sensory integration (p>.05). There is a significant difference between the comprehension scores of these two groups (p<.001). Based on the results, both interventions were effective, but there was a notable difference between the effectiveness of these interventions on reading symptoms and comprehension of dyslexic students (p<.001). In a 4-month follow up the Sensory integration practice intervention had a lasting effect that could be used as a useful intervention to help dyslexic students in learning disabilities centers.

Dyslexia is one of the problems facing students at school. This type of disorder has adverse effects on various areas, hindering academic achievement. This study aimed to evaluate the effectiveness of attention games on the reading ability of dyslexic children.

The research method used for the present study was experimental with pretest-posttest control group design. The statistical population included all dyslexic students at elementary schools in Saqqez in the academic year 2015-2016. 30 students were selected by simple random sampling and were studied after they were randomly allocated to experimental and control groups (15 subjects in each group). The data were collected using a reading disorder test and dyslexia test. The experimental group underwent attention training for 10 sessions (45 minutes each) for one month and the control group did not receive any training.

The results were analyzed using multivariate analysis of covariance (MANCOVA). By controlling the pre-test effects, the results of the analysis of covariance showed that teaching attention games led to a significant difference between the subscales of the experimental group and those of the control group (P = 0.001). That is, attention game training has improved the reading ability of dyslexic children.

It can be concluded that play therapy can be an effective factor in reducing reading disorders. Therefore, it requires the special attention of teachers and practitioners of education.

Dyslexia is the most common type of learning disorder and evidence shows that deficits in executive functions play a significant role in dyslexia symptoms. The purpose of this study was to provide a clear picture of the executive functions status in children with dyslexia in Iranian studies. This study was a type of secondary study and according to the method of implementation, a systematic review is considered. The statistical population of this study was comprised of all the studies that have investigated different aspects of executive functions of dyslexic children in Iran from different perspectives. In the initial search, 234 articles were found, which were reviewed and finally, 12 articles were included in the study basing the including criteria. Studies have been published from 1378 to 1396. Many articles have compared the executive function of normal and dyslexic children and More than half of the articles reviewed interventions on the executive functions of these children. Finally, the results showed that there was significant difference between the executive functions in children with dyslexic and normal. The systematic review of these studies showed that using the appropriate interventions focused to executive functions can help to improve the symptoms and problems of children with dyslexia.

The purpose of this study is to investigate the impact of Augmented Reality Technology on academic achievement motivation of second-grade Dyslexic Students. The statistical population of this study includes all students with dyslexia disorder in the second elementary school who study in Tehran during the academic year of 1397-1398. Sampling method is a purposeful sampling. In this study, the sample size is 20 people divided into experimental and control groups. At first, a pre-test academic achievement motivation is taken from both groups and then an Augmented Reality Program is used for the experimental group and is administered to the control group. The researcher uploads videos, photos and sounds related to the teaching lessons using the HP Reveal Augmented Reality Program, and marks each subject they are taught and adapted according to the curriculum. The student take on the phone to learn each title, and the HP Reveal Augmented Reality Program is running on it and is provided relevant information. Then, the post-test academic achievement motivation are conducted and the results analyzed for each group. The results show that augmented reality utilization imputs academic achievement motivation the students with dyslexia disorder.