reading difficulties

Dyslexia is a Specific learning difficulty that could lead to academic and learning problems in students and has a very high prevalence in schools. the Aim of this study was to investigate the Effectiveness of educational intervention based on multiple learning systems on improving working memory and attention in Students with Reading difficulties.

This research has been quasi-experimental with pretest-posttest outline with a control group. Statical community of this study includes all dyslexic students of elementary school in Maragheh that 30 of them were selected by using available sampling through random sampling were located in two test and control groups. For each group, first, the pretest WISC-R test (5th version) and also the Reading and Dyslexia Test (Nema) (Karami & et al, 2009) attention test (Stroop) was performed. then, the intervention program based on learning systems was implemented on test group for 14 sessions (each session, 45 minutes. the data were analyzed using covariance analysis method.

According to the findings of the research, there was a significant statistical difference between the two groups of subjects in terms of working memory and the number of errors and reaction time in attention, and the number of errors in the experimental group was less than that of the control group, and the reaction time of the experimental group was less than that of the control group.

According to the statistical difference between the performance of the two groups of subjects, it can be concluded that the educational intervention based on learning systems is effective on working memory and attention and improves the performance of working memory and attention of students with reading difficulties. Therefore, it is suggested that teachers of special learning problems use these types of programs to improve the reading difficulty of their students.

The aim of this research was to investigate The effectiveness of Training Based on Reading Motivation Model on the level of executive function and reading performance of students with reading difficulties. The study was a quasi experimental pretest-posttest with control group. The statistical population includes all students (boys and girls) with reading difficulties, fourth and fifth grades of elementary school in Aligudarz, who are studying in the academic year 2019-2020, Targeted sampling method of which 30 students (15 in the experimental group and 15 in the control group was selected as the sample size and randomly. Research tools included  The executive functions questionnaire of Koolij et al. (2002) and the reading and dyslexia test (Nema) Kormi Nouri and Moradi (2005). Data using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were analyzed. research results show that teaching Based on Reading Motivation Model increased executive function and reading performance in students with reading difficulties (p<0/001). Therefore, it can be said that reading is one of the main skills identifying lower elementary students with reading difficulties is essential to solving their problem.

The aim of this research was to investigate The effect of teaching phenographix method on the level of executive function and reading performance of students with reading difficulties. The study was a quasi experimental pretest-posttest with control group. The statistical population includes all students (boys and girls) with reading difficulties, fourth and fifth grades of elementary school in Aligudarz, who are studying in the academic year 2019-2020, of which 30 students (15 in the experimental group and 15 in the control group was selected as the sample size and randomly. Research tools included The executive functions questionnaire of Koolij et al. (2002) and the reading and dyslexia test (Nema) Kormi Nouri and Moradi (2005). Data using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were analyzed. research results show that teaching phenographix techniques increased reading performance and improving the executive function in students with reading difficulties (p<0/001). Therefore, it can be said that reading is one of the main skills identifying lower elementary students with reading difficulties is essential to solving their problem.