reading skills

The present study was to aim the mediating role of executive functions in the relationship between basic motor skills and reading skills of students with reading disorders.The research method was appliedin nature in terms of the aim and descriptive-correlation in terms of data collection,based on structural equation modeling.The statistical population of the study comprised 180 Elementary students (boys and girls) with learning disability of reading in the special learning disabilities in Ilam and based on the table by Morgan (1970), with the sample size comprising 120 subjects selected by sample random method. The research instruments were the inventories Executive Function Gioia , Isguith and kenvorthy(2002), Reading and dyslexia test Korami Nouri and Moradi(2008). Using structural equation modeling, the data were analyzed. The values obtained corroborated the fitting of the model.The results gleaned from structural equation modeling showed that basic motor skills directly impacts on reading disorder, executive functions impacts inverse and significant on reading disorder and basic motor skills effect reading disorder indirectly and meaningful through executive functions. executive functions is judged to mediate the relationship between basic motor skills and reading disorders.

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

The research method was appliedin nature in terms of the aim and descriptive-correlation in terms of data collection,based on structural equation modeling.The statistical population of the study comprised 180 Elementary students (boys and girls) with learning disability of reading in the special learning disabilities in Ilam and based on the table by Morgan (1970), with the sample size comprising 120 subjects selected by sample random method. The research instruments were the inventories Executive Function Gioia , Isguith and kenvorthy(2002), Reading and dyslexia test Korami Nouri and Moradi(2008). Using structural equation modeling, the data were analyzed. The values obtained corroborated the fitting of the model.

The results gleaned from structural equation modeling showed that basic motor skills directly impacts on reading disorder, executive functions impacts inverse and significant on reading disorder and basic motor skills effect reading disorder indirectly and meaningful through executive functions.

executive functions is judged to mediate the relationship between basic motor skills and reading disorders.

The aim of this study was to develop a reading skills model for preschool children based on perfectionism and parenting styles with the mediating role of emotional intelligence.

The research method is descriptive-correlation based on path analysis. The statistical population of this study consisted of all parents and 5-year-old preschool children of boys and girls in Tehran in 2021-22, of which 413 (231 girls and 182 boys) were selected by multi-stage cluster sampling. Were. In this study, the tools of early academic ability, perfectionism, parenting methods and emotional intelligence were used, all of which had acceptable validity and validity. Spss-V21 and Lisrel software were used to analyze the data. Path analysis was also used to answer the research hypotheses. Findings showed that the model has a good fit.

The results showed that the direct, positive and significant effect of all three parenting styles on the emotional intelligence of preschool children is confirmed. The direct, positive and significant effect of all three parenting styles on early educational ability of preschool children is confirmed. The direct, positive and significant effect of positive parental perfectionism on early school children's early educational ability is confirmed and the direct and negative effect of negative parental perfectionism on early school children's early educational ability is rejected.

Therefore, the direct, positive and significant effect of emotional intelligence on early academic ability of preschool children is confirmed.

Some factors challenge the learning process for students, including a Specific Learning Disability (SLD). Samuel Kirk first noticed this disorder in 1963. Human resources have been added to it, and scholars concluded that SLDs are pretty different from mental disabilities. Therefore, to prevent thematic sputum, learning disability was limited to 3 topics; dyslexia (reading skills), math disorder, and writing disorder. Since then, it has been known as an SLD. This division caused the spectrum of SLD students to be separated from the spectrum of children with biopsychological disabilities. Over time, special training was developed to improve their condition. SLD is among the problems of ordinary students in education. Diagnosing learning disorders was very difficult until formal training began. Therefore, with its initiation and lack of academic achievement of students with SLDs, teachers and instructors will imagine that they are low–profile students if this is merely an impairment that can be improved. The lack of accurate and timely identification of these students from trainers and teachers. Another factor in criticizing their academic status is that the disorder can also emerge from other problems such as social skills and understanding. Students have survived the competition for competition in school; thus, they did not attempt to improve and separate their peers from their peers. Therefore, various tools for enhancing the academic status of students with SLDs have been presented; however, each has limitations. The current study aimed to investigate the effects of family–centered multibased programs on reading skills, understing, and social performance in SLD students.

This was a quasi–experimental study with pretest–posttest and a control group design. The statistical population was all knowledge (both genders) referring to two Centers of Learning Disorder of Qorveh City, Iran. The research sample consisted of 28 volunteers with SLDs and dyslexia, i.e., obtained by a random sampling method and randomly divided into the experimental and control group. First, to differentiate students with SLDs from other disorders, the Wechsler 4 test was performed among all students to determine the IQ score and active memory score of students. To identify students with SLDs, the scores that differed from the full scale by 12 points were separated and marked as students with SLDs. Then, by performing a dyslexia test, among the marked students, students with SLDs and reading difficulties were identified (n=28). They were divided into the control and experimental groups (n=14/group). Next, while maintaining the Wechsler test and dyslexia as a pretest for each member, the social skills test was taken as another pretest. To conduct research and encourage cooperation from the subjects, consent was obtained from the parents to play a central role in teaching in the present study of the family. Therefore, for justifying them, 16 sessions were first held for parents of the experimental group, and they became acquainted with all stages of family–centered multisensory training. Then, only for the experimental group, the sixteen–session of 45 minutes of education was based on multiple sensory bases by the Families. Meanwhile, the researcher was in the training of students in students and the family intervention. Wechsler Intelligence Scale collected data for Children (2003), social skills (Gersham and Elliott, 1990), and dyslexia test (Karami and Moradi, 2001) in pretest and posttest stages. After training, a posttest was performed on the experimental and control groups to obtain the difference in the independent variable on the experimental group. The collected data were analyzed in SPSS by Analysis of Covariance (ANCOVA) at a significant level of 0.05.

The ANCOVA results indicated that education (family–centered multisensory program) could lead to a significant difference in the mean scores of dependent variables (reading skills, comprehension, and students' social performance) in the posttest stage. The effect of family–centered multisensory training on students' reading, comprehension, and social performance was 0.32, 0.65, and 0.36, respectively (p<0.001).

According to the research findings, students with SLDs can progress in academic and social skills using a family–based multisensory program. Therefore, with the implementation of dyslexic problems, improving the social skills and understanding of children with SLDs in the experimental group was observed.

One factor affecting the development and improvement of students' educational achievement is their reading habits and skills. This study aimed at determining the reading habits and skills among students majoring in Babol University of Medical Sciences (BUMS).

This descriptive-analytical research was a cross-sectional survey conducted among all students majoring in BUMS in academic year of 2015-2016. Of them, 226 students were selected randomly from different colleges. PSSHI reading skills questionnaire was used for data collection and independent sample t-test and ANOVA were used for data analysis.

Students' reading habits and skills were in moderate level and somewhat appropriate (M=62.83). Reading habits were significantly different among students with different academic years (p=026), last term grade point averages (p=.002), the colleges (p= .001) and academic levels (p=.001).

Students' reading habits and skills in BUMS was in moderate level and somewhat appropriate, but distance from ideal point. Therefore, new approaches are needed for encouraging more reading and creating appropriate reading skills among students.

Learning disorders are considered as great obstacles to academic achievement and learning of individuals. Reading is one of the major methods of acquiring information, knowledge and one of the most prominent learning tools for students. The existing reality represents that low ability of the students in learning disabilities and a weakness in acquiring this skill. Specific learning disabilities with specifier dyslexia is a heterogeneous symptom that comes because of phonetics flaw and obviously, reading disorders can cause many problems for individuals. The aim of the current study was to determine the effect of self-regulation strategies training to improve reading skills of male students with specifier dyslexia. This study was a quasi-experimental with pre-test/post-test and a control group. A total of 27 male elementary school students with specific learning disabilities with specifier dyslexia from Rasht city (North of Iran) in school year 2016-2017.Theywere selected as available based on clinical interviews and information in their educational records that they had been diagnosed with specific reading disorder, learning disorder. Subjects assigned to two experimental and control groups. Ten sessions of self-regulation strategies training were performed for the experimental group. Reading and dyslexic test was used before and after training to collect data. This test had 10 subtests for reading words, word chain, rhyming, naming images, understanding text, understanding words, removing voices, reading nonwords, signs of the letters and the signs of the category. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis) by SPSS version 23 and the significance level for all tests was 0.05. Results of multivariate analysis of covariance with removed pre-test scores effects revealed that self-regulation strategies training were significantly improve reading skills of the experimental group in comparison with the control group(p<0.05).Results obtained from the multivariate analysis of covariance showed a significant difference between mean scores of reading words(F=129.11), word chain(F=213.17), rhyming (F=355.56), naming images(F=327.78), understanding a text (F=49.37), understanding words (F=210), removing voices(F=1.23), reading nonwords (F=62.95), signs of letters (F=838.59) and signs of category (F=1.73) between the experimental and control groups. In the experimental group, mean and standard deviation of post-test scores were increased in comparison with the pre-test, but in the control group, there was no significant difference in reading skills in comparison with the pre-test and post-test scores. Considering the study findings in effectiveness of self-regulation training in reading skills, it is necessary to design broad programs to improve the ability of children's reading performance based on self-regulation education. Attention to the psychological problems of these students could be effective in expanding their learning and these results have important implications for using these skills as an interventional method in schools and health centers.

Slow–paced students with Down syndrome often have language deficits that acquire a reading challenge. Sight word instruction of daily living skills is a method of intervention that benefits students with severe disabilities who have not achieved literacy. Slow–paced (intellectual disability) students with Down syndrome can use from instruction in functional reading that enhances their daily living. A vital feature of the functional curriculum involves a curriculum focused on skills needed to function in adult life. Thus, a functional curriculum is multifaceted and typically considered to be composed of the following components: functional academics, vocational education, community access, daily living, financial, independent living, transportation, social/relationships, and self–determination. In the absence of implementing educational programs adapted to the abilities based on students’ needs and differences of them decrease the beneficial effect. In addition to the fact that school learning will not be carried out properly, the consequences would be such as incur high costs without satisfying results, passing of the golden age of student learning, will reduce the motivation of teachers, students and parents to learn less than expected. Through research conducted by Afrooz and his colleagues, more than 50% of offenders were people who had been selected due to learning difficulties and lack of proper training. The purpose of this study was to evaluate the effectiveness of instruction functional reading texts on reading skills of slow–paced (intellectual disability) students with Down syndrome by using family–centered individualized education program approach.

The research method was semi–experimental with pretest–posttest one with the control group. The statistical population of all slow–paced students with Down syndrome was from Hamedan city (west of Iran), who studied in exceptional schools in the academic year 2016–17. The sample consisted of 20 slow–paced students with Down syndrome, which was selected by purposive sampling method. Then, they randomly divided into two experimental (n=10) and control (n=10) groups. Data collected by researcher–made reading tests used. Content validity was used to determine the validity of the test, and the percentage of agreement was used to assess its reliability. In the end, the results analyzed in two levels of descriptive statistics (frequency, mean, standard deviation,...) and analytical statistics (Kolmogorov–Smirnov Test, Levine Test, Test of Homogeneity of Variances and Analysis of Covariance).

Results by analysis of covariance showed that of instruction functional reading texts by using family–centered individualized education program approach had a significant effect on the accuracy, speed, and comprehension of readings of Slow–paced students (p<0.001). Besides, its impact on reading speed was more significant than reading accuracy and reading comprehension (p<0.001).

The findings showed that the instruction functional reading texts by using family–centered individualized education program approach increases the reading performance of slow–paced students with Down syndrome.

Bachground and Aim: The sense of hearing is an important sense that helps the development of speech and language and cognitive skills. One of the oral manifestations is reading which is based on the spoken language. Reading is an important skill to learn lessons for children and the auditory defects or any sensory impairment can limit learning and experience in a way that auditory defects in hard-of-hearing children affects their thought, imagination, and perception. There is a direct correlation between reading ability and level of hearing loss and the greater the hearing loss, the weaker the reading ability and comprehension.The present study aimed to assess the efficacy of music therapy on increasing the ability to read in primary school children who had cochlear implants.

An experimental study with pretest-posttest and control group was conducted. The sample consisted of children aged 8 to 10 years old with the hearing disorder who had cochlear implant surgery selected using convenience sampling method. Data was collected using a reading disorder test designed by Dr. Mostafa Tabrizi, which can be administered within three minutes and in which the words read and the number of mistakes are checked in a list and disorder is diagnosed.

According to the findings, it can be stated that music therapy improves reading skills in school children with cochlear implant.

As a rule, the reading process is a very important tool for students to learn and is used as a means to extend the capabilities of the student during the learning process. Variance analysis of repeated measures showed that music therapy can significantly influence reading skills in primary school children with the cochlear.

The significant effects of cochlear implantation on language، speech and reading skills become evident through the years following the implantation. The purpose of this study was to investigate the effects that the age at which cochlear implantation is performed has on reading skills progress. Participants were 24 children with cochlear implant from the second and the third grades of elementary education. They were all the residents of Tehran، Iran. Reading performance of the children was assessed by a recently-developed Persian tool called “Nama Reading Test”. Reading skills were significantly correlated with both the age of surgery and the duration of cochlear implant use (P < 0. 05). Increased auditory input، provided by cochlear implant، improves language and reading skills. Therefore، it is necessary that implantation be performed as early as possible; long before the beginning of language acquisition.

Hearing impairment in critical period of speech and language development is caused defects in oral and written language. The aim of this study is to use a test for comparing the reading skills of elementary fifth grade hearing and moderately severe hearing loss students in public schools. In this cross sectional study، 10 hearing impaired children selected from the total number of fifth grade moderately severe hearing loss students'' community (public schools) based on the inclusion criteria and compared with 10 hearing children that were matched according to grade، as a control group. In order to gather the data، reading and writing tests for school students was used. Data analysis was done through SPSS-16. The findings indicated that hearing impaired children on auditory discrimination skills (P=0. 001)، word auditory memory (P=0. 034) sentence auditory memory (P<0. 001)، phonological blending (P=0. 034)، phonological segmentation (P=0. 012) and text reading comprehension (P=0. 044) were significantly weaker than the control group، but they had similar function in other skills. Children with hearing impairment have the same function in tasks based on visual processing to normal children، whereas، in tasks based on auditory and phonological processing are weaker than them.

Since the written language is based on spoken language، hearing impairments may cause delays and defects in reading skills. This study is aimed to investigate reading problems in children with hearing loss and comparison of reading skills of fifth-grade elementary students’ reading skills suffering severe hearing loss. In this cross-sectional comparative study، 16 children with hearing loss were selected based on inclusion criteria from the whole fifth-grade elementary students with severe hearing loss in the Baghcheban schools and compared with 16 normal children matched upon the grade with sample group. To gather the data، Reading Test in elementary students was used as well as SPSS for data analysis. Results showed children with hearing loss performed similarly as the control group on some skills، including naming speed skills (P=0. 385)، auditory-verbal sounds (reverse) memory (P=0. 345)، visual-verbal pictures memory (P=1)، phonological deletion (P=0. 817) and nonword reading accuracy (P=0. 633)، however، they had poorer functions in the other domains. According to the result، it is concluded that auditory processing plays the key role in all prerequisite reading skills and children with hearing loss performed poorly on tasks based on auditory and language processing، whereas، the same perform on visual-processing-base tasks to normal children.

Reading skill is necessary for academic achievement، that deaf children have problems in this skill due to hearing impairment. Use of cochlear implant can improve auditory inputs. The aim of this study was to investigate the reading skills of children with cochlear implants and comparing that with normal ones. This descriptive - analytic study was done on 24 children with cochlear implant and 24 normal ones that was selected from second and third grades students of Tehran primary schools. Children''s reading performance was assessed by Nama reading test and the data were analyzed using T-test، linear regression and Pearson correlations. The results showed that the means of reading scores of normal children were significantly greater than the cochlear implanted ones (P<0. 01). Also، there was a significant relationship between reading skills and period of cochlear implant (P<0. 01). Cochlear implanted children showed weaker performance in reading skills than normal ones due to less access to auditory and Phonological information. It seems that early surgery and cochlear implant before the age of language learning can be partially compensated reading defects of deaf children.