The Effect of Learning Memory Strengthening Skills on Improving Dictation in Female Students with Learning Disabilities in Arak Education Area

The purpose of this study was to investigate the effect of training memory enhancement skills on improving the dictation of female students with learning disabilities (writing). The present study was a semi experimental design with pre-test / post-test design with control group. The population of the study consisted of all female primary schoolchildren with dictation disorders who were studying in Arak district schools in the academic year of 1995-94. Among the referral students had problems with dictation by a teacher of 30 students who had diagnostic criteria for dysfunction disorder. They were randomly assigned to two experimental groups (15 people) and control (15 people). Information was collected by version 5 of Stanford / Binet's Intelligence Lab and a researcher-made spelling. The experimental group was trained in memory enhancement skills in 10 sessions while the control group did not receive any training at this time. Data analysis was performed using multivariate analysis of covariance using SPSS-22 software. The results indicated that there was a significant difference between the post test scores of the two experimental and control groups at the level of 0.05 and the students' writing scores improved after the training sessions. The training method used in this study can be suggested as a desirable method for improving the dictation of dyslexic students.