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

Learning disabilities, is a generic term for a wide range of learning difficulties unrelated to intelligence or academic motivation. The present research was conducted with the meta-analysis method and with the aim of combining the researches conducted in the field of corrective methods on various learning disorders. The statistical population of the present meta-analysis was the available researches related to corrective methods on learning disorders that were found in the computer databases available in Iran between 1385 and 1401, such as the Academic Jihad Scientific Database , Noor Specialized Journals Database,the information bank of the country's publications, the comprehensive portal of humanities, and the Research Institute of Information Science and Technology of Iran have been published. In this research, Hedges g effect size index was used as a common scale. The results of the analysis conducted by the second version of CMA software showed that the combined effect size of the effectiveness of corrective methods on learning disorders was 1.80 and after separating into multiple antecedent and outcome variables, the combined effect size on reading learning disorder was 17. 1, it was 1.26 on writing disorder and 1.19 on math disorder respectively, all of which were statistically significant (p≤0.001). Therefore, based on the size of the obtained effects, it can be stated that corrective methods have a positive effect on all types of classes of learning disorders.

The purpose of the present research is to solve the reading disorder of Alireza, a fourth grade student of Hejart Ichi Elementary School. The research method is a library method in the form of action research. For this purpose, in order to solve the problem of reading in my student, the existing researches in this field were examined and according to the findings of the researches, I found solutions to solve this problem. The results show that the use of educational cards has been able to significantly improve Alireza's reading skills. Also, the results showed that the use of educational card and descriptive evaluation board has been effective as a stimulus to create more student learning and by stimulating the student's motivation, it has strengthened his reading skills. Alireza, who was extremely weak in reading and could not easily memorize the lessons and often lost the lines and read some words with a lot of pause, now by using the implemented strategies, he can easily memorize He can read the text of the book fluently and has no problem in reading the lessons. Therefore, it can be said that the teacher has succeeded to a large extent in solving the student's reading problem.

The purpose of this study was to investigate the effectiveness of teaching self-regulation strategies on reading comprehension of students with reading disorders. This research was a semi-experimental type with a pre-test-post-test design and a control group. The total statistical population included 10 to 12-year-old male students with dyslexia who referred to Mobin Learning Disorder Center in Mashhad in 1400. The research sample consisted of 30 people from the mentioned society who were selected by the available sampling method with a voluntary method and according to the conditions of entry and exit, and were randomly replaced in two groups (15 people in the experimental group and 15 people in the control group). The data collection tool of this research included the reading recognition test (Karami and Nilipour, 2010). Self-regulation strategies were taught in 10 75-minute sessions twice a week to the subjects of the experimental group, and during this time, the control group did not receive any training. For the statistical analysis of the data, univariate analysis of covariance and dependent t test were performed in SPSS software with version 24.

The aim of this study was to evaluate the effectiveness of Fernald's multisensory training on increasing the performance of reading components of Dyslexic students. The study was quasi-experimental with a pretest-posttest design design and a control group. The statistical population included all dyslexic girl and boy students from the first to the fourth grade in the city of Babol. From among the research population, 44 individuals were selected from Babol Learning Disabilities Centers using the available sampling method based on Karami and Moradi reading and dyslexia questionnaires and were randomly placed in experiment (22 people) and control (22 subjects) groups. At first, both groups were evaluated by Karami and Moradi Reading and Dyslexia questionnaire (2008). The experiment group received 45 minutes of Fernald's Sensory Training twice a week in 15 sessions. Finally, both groups were re-evaluated. Data were analyzed using analysis of covariance and SPSS24. The results of this study showed that teaching Fernald's multisensory method was effective on increasing the performance of word chain components and text comprehension (at the level of P <0.05) and components of rhyme test, eliminating sounds, reading quasi-words, letter signs and category signs (at the level of P <0.01). In Fernald's method, the student uses his visual, auditory, and kinetic-tactile senses while learning words, and engages with words to construct sentences, thus making learning and reading more productive.

Linguistic play therapy is a structured intervention based on the linguistic core of reading that can be modified and implemented for students with reading problems and disorders. The purpose of this study is to provide theoretical foundations and solutions and principles of linguistic game therapy design to empower teachers and counselors related to educational services and rehabilitation of children with reading problems or disorders.

Study of the theoretical foundations indicates that reading has a linguistic core and Decoding and comprehension are the two main components of reading, so play therapy for reading disorders should be focused on the linguistic core. Some research referred to the usefulness and effectiveness of interventions in the field of phonological awareness, semantics and syntax and comprehension. In the present article, the main and sub-components of the linguistic core are explained and in addition, examples of suggested play for each case are provided. Finally, principles and strategies for adaptation and redesign and implementation of linguistic play therapy interventions for reading disorders are presented.

Basis and specialized logic of the design of linguistic play therapy interventions is the purposeful stimulating and challenging of the linguistic core of reading through play, and teachers and counselors with a proper understanding of the nature and core of linguistic disorders of reading disorders and to modify and implement the sample play presented in this article.

The aim of this study was to investigate the mediating role of executive functions in the relationship between fine motor skills and reading skills in students with reading disorders.

This research was descriptive-correlation and structural equation modeling. The research population of the study included all students with reading disorders who referred to educational and rehabilitation centers for special learning problems in the academic year of  (2018-2019), in Ilam city which a sample of 120 people was available by sampling method based on Morgan table and randomly selected. The research instruments included the Wechsler Intelligence Scale (2003), the Jiva Executive Function Questionnaire, Izguth and Kenworthy (2002), the Linkoln Osertsky Motor Development Test (1950), and the Korami Nouri and Moradi Reading and Dyslexia Test (2008). Data were analyzed using structural equation modeling and AMOS-21 software.

The results showed that fine motor skills have a significant effect on reading skills of students with reading disorders both directly and through executive functions (P <0.05).

This study confirms the positive and significant relationship between fine motor skills and reading skills and the inverse and significant relationship between fine motor skills and executive functions as well as the inverse and significant relationship between executive functions and reading skills. Therefore, the results of this study should be considered in the centers of special learning problems as well as preschool centers in order to prevent and treat reading disorders by the instructors of the centers in their educational and rehabilitation programs.

The aim of this study was to investigate the mediating role of executive functions in the relationship between fine motor skills and reading skills in students with reading disorders.

This research was descriptive-correlation and structural equation modeling. The research population of the study included all students with reading disorders who referred to educational and rehabilitation centers for special learning problems in the academic year of (2018-2019), in Ilam city which a sample of 120 people was available by sampling method based on Morgan table and randomly selected. The research instruments included the Wechsler Intelligence Scale (2003), the Jiva Executive Function Questionnaire, Izguth and Kenworthy (2002), the Linkoln Osertsky Motor Development Test (1950), and the Korami Nouri and Moradi Reading and Dyslexia Test (2008). Data were analyzed using structural equation modeling and AMOS-21 software.

The results showed that fine motor skills have a significant effect on reading skills of students with reading disorders both directly and through executive functions (P <0.05).

This study confirms the positive and significant relationship between fine motor skills and reading skills and the inverse and significant relationship between fine motor skills and executive functions as well as the inverse and significant relationship between executive functions and reading skills. Therefore, the results of this study should be considered in the centers of special learning problems as well as preschool centers in order to prevent and treat reading disorders by the instructors of the centers in their educational and rehabilitation programs.

The aim of this study was to compare the effectiveness of Phonographic and Davis teaching methods on reading performance and academic emotion of students with dyslexia. The experimental research design was pre-test, post-test. Therefore, in order to conduct this research, random sampling method was used. Twenty-eight 8-year-old dyslexic students in the second grade of elementary school were substituted for experimental activities in three groups, including 9 girls and 12 boys. After performing the pre-test in all three groups, the first experimental group underwent phenographics training for 12 sessions of 45 minutes, the second experimental group underwent Davis training for 16 sessions of 30 minutes, and the control group did not receive any special training. The findings showed that the phonographic and Davis teaching methods had an effect on the components of composition, knowledge of codes and auditory processing, but had no effect on the analysis dimension. Comparing the effectiveness of the two methods, it was found that the Davis method is more effective on the auditory processing component than the phonographic method. However, in other components of reading performance, there was no difference between Phonographic and Davis methods. In addition, the findings confirmed the effectiveness of phonographic and Davis teaching methods in reducing fatigue and anxiety in dyslexic students. Davis's method increased academic excitement, but the phonograph method did not have a significant effect on academic excitement. The results of the study were discussed in line with the similarities and differences between the two methods of phenography and Davis on reading performance and academic excitement of dyslexic students. So, it can be acknowledged that both educational methods can be used to help dyslexic students in elementary school.

The purpose of this study was meta-analysis of technology-based interventions aimed at improving reading disorder among students.

It is fundamental in terms of the purpose and  a mata-analysis review  in terms of method. The statistical population consisted of peer-reviewed journal articles in three databases of Eric, Science Direct, and Magiran that were searched in May 2019. The number of samples reached six Persian articles and seven English articles after applying the exclusion and inclusion criteria. The study was carried out at three stages of mapping, critical evaluation and meta-analysis.

Finally, eight studies with the highest critical evaluation score were obtained. The optimum age of participants was 7 years, optimum sample size was 15, the optimum type of intervention program was task-based and exercise-based, the total optimum intervention time was 28 - 56 hours, and the optimal run time was about 2 - 4 months.

Suggestions were made regarding the selection and division of samples into groups of comparison, focus and nature of interventions, interventionists, and observance of research ethics.

Learning disabilities are one of the most common areas in any countrychr('39')s education system. The aim of this study was to investigate the effect of computer-assisted cognitive homework on improving the executive functions and reading performance of children with dyslexia.

This research was quasi-experimental with pretest-posttest and control group. The statistical population included 8-11 years old children with dyslexia in Mashhad who were diagnosed using DSM-5 and reading tests. The experimental group received computer-assisted cognitive homework training while the control group had no intervention. All participants were assessed by paper-and-pencil tests (reading and dyslexia test (NEMA) and functional tests (Hanoi tower, go/no-go, similarities subtest and digit span subtest) before and after training.

Data analysis showed that the participants in the experimental group had significantly higher scores compared to the control group in the post-test phase on reading (P <0.001), direct digit span (P = 0.01), reverse digit span (P = 0.03) and similarities (p <0.01), and lower scores in movement (P = 0.01), time (P = 0.001), commission errors (P = 0.01), omission error (P = 0.001) and reaction time (P = 0.001).

It seems that computer-aided cognitive assignments have a positive effect on improving the executive functioning and reading performance of children with reading disorder.

The purpose of the current study was to construct and standardize the diagnostic tool of reading disorder. The project was a descriptive (factor analysis) study. All 6 to 12 years old students in the academic year of 2017-2018 who referred to learning disabilities center in Tehran comprised the statistical population of the group with reading disorder and the statistical population of the normal group was all primary and secondary school girls aged between 6 to 12 in the academic year of 2017-2018 in the second district of Tehran. Sixty one students were selected by convenience sampling from the group with reading disorder and 97 subjects were selected by multi-stage random sampling from the normal group and a diagnostic test for reading disorder (including Kim Karad Visual Memory, Frostig Fourth Subtest, Drawn Visual Memory Sequence, Wopman Audit Diagnosis, Cattell Fifth Intelligence Subtest, and Wechsler Intelligence Numerical Memory Subtest for Children) was performed on the participants. Cronbach's alpha method was used to check the reliability of the test and to investigate the separation validity and construct validity, T-Hatling method and factor analysis were used. Factor analysis results showed that the diagnostic tool for reading disorder includes three main factors: auditory sequence, visual perception, and auditory recognition, and the results of T-Hatling test showed a significant difference between the two groups. Cronbach's alpha coefficient for the normal group and the reading disorder group was 0.90, 0.89, and 0.86, respectively. Therefore, according to the results, it can be said that the diagnostic tool for reading disorder is a reliable and steady tool for the assessment and screening of student with the reading disorder.

This article synthesizes literature that compares the academic, cognitive, and behavioral performance of children with and without reading disabilities (RD). Forty-eight studies met the criteria for the meta-analysis, yielding 735 effect sizes (ESs) with an overall weighted ES of 0.98.

Small to high ESs in favor of children without RD emerged on measures of cognition (rapid naming [ES = 0.89], phonological awareness [ES = 1.00], verbal working memory [ES = 0.79], short-term memory [ES = 0.56], visual–spatial memory [ES = 0.48], and executive processing [ES = 0.67]), academic achievement (pseudo word reading [ES = 1.85], math [ES = 1.20], vocabulary [ES = 0.83], spelling [ES = 1.25], and writing [ES = 1.20]), and behavior skills (ES = 0.80). Hierarchical linear modeling indicated that specific cognitive process measures (verbal working memory, visual–spatial-memory, executive-processing, and short term memory) and intelligence measures (general and verbal intelligence) significantly moderated overall group effect size differences.

Overall, the results supported the assumption that cognitive deficits in children with RD are persistent.

The most common and significant learning disabilities include reading disorders. Reading is the foundation for all other learning, and children with weak reading skills are more vulnerable learners through their education and future, thereby failed to show significant progress in academic learning outcomes. Reading covers a language learning system and it is a subset of lingual skills. Linguistic difficulties constitute the main core of reading disorders; hence, practitioners in this discipline are required to take the initiative in effective interventional programs, not only as to provide opportunities to practice and develop active learning, but also as to stimulate and strengthen linguistic components of reading.

The purpose of this study was to investigate the effectiveness of cognitive-behavioral play therapy on social adjustment and educational adaptability of students with reading disorder. This is an applied research with an experimental method, with control group and experimental group. The design of this research is a pretest-posttest experimental design with random assignment. The statistical population of the study consisted of dyslexic students of the first, second, and third grade elementary dyspareunia who referred to two centers of learning disability in the sixth district of Tehran in 2016-2017. From this population, according to the purpose of the study, a sample size of 30 people, including two groups of 15 (experimental and control group), were randomly selected by means of dyslexia test (n=30). To the experimental group, cognitive-behavioral therapy game sessions were taught in ten sessions (90 minutes each session, 3 days a week) and one day. The control group did not receive an intervention during this period. Both groups responded to the California Social Adaptation Inventory and the Academic Adjustment Questionnaire, before and after the implementation of the test. Data were analyzed using statistical methods such as mean, standard deviation, assumptions testing and analysis of covariance. The results showed that learning play therapy based on cognitive-behavioral approach has a significant effect on social adjustment and educational adaptability of students with reading disorder at a significant level of P

One of the issues that has long been of interest to researchers is learning disorder. This term was first proposed by Samuel Kirk in 1963 to describe a group of children who were impaired in the development of language, speech, reading, and communication skills. He believed that the cause of these disorders was brain damage and brain malfunctioning. However learning disabilities in the Adler-Dreikurs approach is called learning difficulties which are created due to various factors such as lack of encouragement, lack of respect, lack of sense of belonging, lack of empowerment, lack of accountability, Poor self-concept, lack of cooperation and lifestyle. The present paper aims to examine each of these factors on learning difficulties. For this purpose, some articles about Adler-Dreikurs approach to reading problems in Scopus, Eric, Pubmed and Google search engines were studied using the key words of reading disorder and individual psychology and other related terms. The results of this study showed that improving the sense of belonging, encouragement, empowerment, accountability, self-concept and lifestyle of students with reading difficulties would enhance student's ability to read.

Aim: The aim of the present study was to investigate the effect of linguistic plays on the verbal working memory performance in students with reading disorder.
The study design was quasi-experimental, with pre-test, post-test and control group. In this study, purposeful selected method was used for sampling and the sample was included 30 students in second and third grades. The study population were referred to Learning Disorders Clinics in Tehran and the Imam Hossein Hospital and were diagnosed as the reading disorder. The subjects were randomly assigned to the two experimental and control groups (each containing 15 individuals). Linguistic plays were conducted for a 50-minute session for six weeks (two sessions per week). To evaluate the effect of the linguistic plays, working memory subtests of WISC-4 (as an index of verbal working memory) were utilized. Analysis of covariance was used to analyze the data.
The findings achieved through data analysis showed that after omitting pre-test effect, test of working memory indicates the effectiveness of linguistic plays on the performance of verbal working memory both in students’ total score in the test and in working memory sub-tests.
According to the results of this research and the importance of improving working memory performance of students with reading disorder, it can be suggested that the linguistic plays can be used in the schools and health centers to increase the performance of both working memory in students with reading disorder.

The present research is intended to determine the effectiveness of integrating of multi-sensory teaching methods and sensory integration practices on the symptoms of reading and writing disorders of Elementary students. This research was quasi- experimental, pretest-posttest design with control group. The research participants were divided as two experimental and control groups as the available sample. Measurement tools include researcher-made spelling test and reading tests (front). The experimental group received sensory integration training programs and multi-sensory teaching methods; however, the subjects in the control group didn’t receive intervention. Results of findings were analyzed using statistical software SPSS and covariance analysis. The results showed that mean scores of pre-test of reading and writing of experimental group were higher than post-scores of reading and writing of control group. Overall, the obtained findings in this study indicates that using multi-sensory teaching integrated methods and sensory integration practices improved the symptoms of reading disorder (understanding the text and reducing reading error) and writing disorder(auditory memory, visual memory, sensitivity listening, attention and learning difficulties)in students in the experimental group.

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

The purpose of this article is to analyze the status of computer games with a linguistic approach in making schools smart for the students suffering from learning disorders with a focus on reading disorder. The authors will try to adopt an approach based on research and development and use their own and their colleagues’ educational and rehabilitation experiences. They also try to discuss the idea of using practical software in making schools smart for the students who suffer from reading disorder and by explaining the status of software's and educational-computer games geared towards specialized services in the area of learning disorders in smart schools in order to describe the designing and using the software for computer games in connection with linguistics and discuss the challenges and the strategies of learning and rehabilitation disorders in reading by taking advantage of computer games. Making schools smart and using functional software at the schools’ level is a new approach which has become one of the main concerns of Iran and some other countries’ guardians of education. Therefore, making schools equipped with useful rehabilitation and educational software's for students with special needs is an extra challenge that requires the interaction of the education and rehabilitation experts with the experts in computer sciences and new educational media.Among children having special needs, there is a significant group who is studying in regular schools and presenting them with special educational and rehabilitional services makes it face limitations and harms. For example, their remedial and compensatory programs need. Technical activities and requires spending extra cost, hiring technical teacher and leaving the classroom repeatedly. And this is while in the direction of making schools smart, using new computer information technology can both minimize these damages and limitations and at the same time increase the efficiency and the improvement coefficiency of disorders.It is important to mention that computer educational games and functional software that are designed based on the new ideas in pathology of learning disorders are able to solve problems of etymology, grammar, comprehension and reading speed in students having learning disorder and as a package of teaching aid in the schools to decrease the difficulties and the volume of the activities for both the special teacher and also the regular one. By doing so, the opportunity for repeating the exercises and teaching those skills disguised as computer games are provided for students suffering from learning disorder.