Design and Validation of Intervention Pattern of Underlying Reading Skills and its Impact on Reading Skills of Students at Risk for Reading Problems

Message:
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
According to The importance of diagnosis And early intervention Reading problems in students, Conceptual pattern design Underlying skills Read it seems necessary. This study aims to Design and validation Interventional pattern Underlying skills Read and Study Its effectiveness On the reading skills of students At risk of reading problems And mixed with the research method Of consecutive heuristic type Done. In the qualitative part of the research Inductive Content Analysis Method And in a quantitative way From the quasi-experimental design Experimental group - control group With pre-test - post-test design Were used. Selected targeted sample In the qualitative part of the research, Extracted texts From expert interviews and the contents of 38 articles And related books Underlying skills Read And research sample In the quantitative data section32 person from Children at risk Were reading disorder. With inductive content analysis In the qualitative part of the research, 6 categories of final Including Neurological skills, Sensory skill, Spatial skill, Verbal expression skills, Phonological awareness, Rapid automatic naming Extract and First, the conceptual model Includes extractive design elements And then Applied Pattern training Underlying skills Read Was designed. The tools of this research is Reading and Dyslexia test That's for Measuring reading problems Has been used. data analysis Using the method Repeated measures Indicative Effectiveness Interventional pattern Underlying skills On reading skills is Students at risk Reading disorder. Based on the results obtained from the present study Can from Pattern training Prepared Underlying skills Read for improving Students' reading skills Be used.
Language:
Persian
Published:
Educational Psychology, Volume:17 Issue: 59, 2021
Pages:
121 to 143
https://www.magiran.com/p2341735  
سامانه نویسندگان
  • Fatemeh Nikkhoo
    Corresponding Author (2)
    Assistant Professor department of psychology and education of exceptional children, Allameh Tabataba'i University, Tehran, Iran
    Nikkhoo، Fatemeh
  • Samad Azimi
    Author (4)
    .Ph.D Psychology and Education of Exceptional children, faculity of psychology and education, University of Tehran, Tehran, Iran
    Azimi، Samad
اطلاعات نویسنده(گان) توسط ایشان ثبت و تکمیل شده‌است. برای مشاهده مشخصات و فهرست همه مطالب، صفحه رزومه را ببینید.
مقالات دیگری از این نویسنده (گان)