فصلنامه ناتوانی های یادگیری
سال دهم شماره 2 (پیاپی 37، زمستان 1399)

The aim of this study was to determine the effect of using computer games based on visual skills on visual-auditory-spatial perception and reading speed of reading students with special learning disabilities. The research method was quasi-experimental with pretest-posttest design withexperimental and control group. The statistical population was students with learning disabilities in Joghatai city in 2017- 2018 the academic year, 30 of whom were selected by purposive sampling and randomly assigned to experimental and control groups. Both groups completed the Frostig Visual Perception Scale, the Hopman Audit Diagnosis, and the Abedi Reading Level Recognition Scale. The experimental group was intervened with computer games for 8 sessions of 45 minutes. The results of analysis of covariance showed that the mean of visual perception (P <0.01), auditory diagnosis (P <0.05) and reading level detection (P <0.05) of the experimental group increased.  According to the obtained results, it can be said that computer games based on visual skills improved the visual-auditory-spatial perception and reading speed by increasing students' attention and accuracy.

The purpose of this study was to determine the effectiveness of cognitive rehabilitation on information processing and academic performance of dyslexic students. The research design was a quasi experimental design with a clinical trial with pretest-posttest design with control group. The research population consisted of all dyslexic students referred to the Arak Educational and Rehabilitation Center of Omid in 2017. Sampling method was available and all students at the center participated in the research. 30 students were selected as samples and replaced by random sampling in two experimental and control groups. The research tools were Pham and Taylor's educational performance test (1999) and Paced Auditory Serial Addition Test (1997). The experimental group was trained in 12 sessions of cognitive rehabilitation. The results were analyzed using multivariate covariance test. Results of Mancova showed that cognitive rehabilitation was effective on dyslexic students' data processing (p≤0.05) but had no significant effect on their academic performance (P≥0.05). Considering the cognitive rehabilitation problems of these children can be effective in expediting their learning.

The aim of this study is to compare the effectiveness of math education on self-esteem and self-efficacy of students with math learning disabilities, writing and normal students based on the McCarthy model. Because of the nature of this study, the mothed was quasi-experimental (pre-test-post-group test).   The statistical population of the study included all sixth grade students with learning disabilities (math and writing) and non-learning disabilities in Ardabil in the academic year 1397-98. Sampling of this study indluded simple random sampling for Students with special math and writing learning disabilities (20 people from each group) Refering to the centers for learning disabilities in Ardabil and randomized cluster sampling from normal students in Ardabil (40 people).  Data were collected using the Rosenberg Self-Esteem Scale and the Scherer General Self-Efficacy Scale in the pre-test and post-test stages in all four groups.  The obtained data were analyzed by SPSS-24 software and covariance statistical method.  The results of analysis of covariance showed that there was a difference between self-esteem and self-efficacy of experimental and control groups (P <0.05).  In other words, the results showed that their mean scores were significantly higher in the experimental group than the self-esteem and self-efficacy of the experimental group.  The results of this study can be used in educational settings to improve the status of its components (self-esteem and self-efficacy) of students with learning disabilities and normal.

This study aimed to compare the reaction time and visual memory in students with SLD and normal students. This research was conducted using a causal-comparative method. Using causal-comparative method, the samples were selected through cluster sampling i.e. 15 students with reading learning disability, and 15 students with learning disability in mathematics and 15 normal students. The instruments were Kim-Carrad visual memory test and reaction time tester system. The obtained data were analyzed using MANOVA and SPSS software. Results showed that there was a significant relationship between SLD students with the rate of error in visual memory test and duration of reaction to stimuli (p < 0.05); the results of this study showed that the performance of SLD students’ memory is lower than that of normal children. Also, there was a significant difference between the reading of students with reading learning disability, and students with learning disability in mathematics and normal students (p < 0.05).

This research aimed to investigate the effect of Conscious Parenting Training Based on the Imago therapy approach on the interaction of mother-child mothers of children with learning disabilities. The present research was a quasi-experimental study with pre-test, post-test design, and control group. The statistical population included all mothers that have learning disabilities children of Hamedan city in the year of 2019 from which a sample of 30 people was chosen through available sampling and were randomly divided into two 15-member control and experimental groups. Both groups sat for the pretest and the experimental group received Conscious Parenting in 4 sections with 8 sessions of 90 minutes, while the control group did not receive this treatment. In the end, for both groups, the post-test was performed. The research tool included Pianta Child-Parent Relationship Scale (1994). Multivariate analysis of covariance was used for analyzing the data. The results showed that Conscious Parenting had a significant effect on the interaction and also conflict, closeness, and dependency subscale in mothers of children with learning disabilities (p < 0/001). It is recommended that this method be used to inform parents about conscious communication with their children.

The purpose of this study was to examine the structural equation model of met cognitive awareness, self-efficacy and academic motivation with an attitude toward mathematics: by mediating the role of math anxiety in patients with LD. The method of this study was correlation of structural equation model. The statistical population of the present study included all students with special learning disorder were selected from the 4th to 6th grades of East Azarbaijan province who were studying in the first half of the academic year of 2017-18. The statistical sample included 213 students there was a specific learning disorder among the statistical community which were selected using simple random sampling method and responded to math anxiety questionnaires, attitude toward math, academic motivation, academic self-efficacy and meta-cognitive awareness questionnaire. The results of Pearson correlation coefficient showed there is a positive and significant relationship between the attitudes toward mathematics and met cognitive awareness; between academic self-efficacy and attitude towards math; there is a positive and significant relationship between attitudes toward math with academic motivation. Also there is a significant negative relationship between mathematical anxiety with met cognitive awareness, academic self-efficacy, internal and external educational motivation, perception of teacher's attitude and attitude toward mathematics. Also, the AMOS software bootstrap test was shown It is fitted Indirect directions of meta-cognitive strategies to attitude; academic motivation toward attitude toward mathematical lesson and academic self-efficacy toward attitude toward mathematics through math anxiety.