فصلنامه ناتوانی های یادگیری
سال دوازدهم شماره 2 (پیاپی 45، زمستان 1401)

Specific learning disability can significantly affect academic success and progress at any age. This research was conducted with the aim of comparing executive functions with sub-components of processing speed and working memory in children with and without dyslexia.

The method of this research is a descriptive causal-comparative one. The statistical population of the research was all male students with and without dyslexia, from the third to the fifth grade of elementary school who referred to learning disability centers in the academic year 1400-1401, out of which 60 people were selected by available sampling (30 people with dyslexia and 30 people without dyslexia). ) were selected and answered the Wechsler intelligence questionnaire. Data were analyzed using multivariate analysis of variance.

Data were analyzed using multivariate analysis of variance. In general, the findings of this research showed that the difference between the two sample groups is significant in terms of processing speed (F = 4.317, p = 0.003) and working memory (F = 5.342, p = 0.000).

According to the results obtained from the present research, paying attention to executive functions such as working memory and processing speed can lead to promising results in the timely diagnosis, education and rehabilitation of students with special learning disorders and learning difficulties.

The aim of the present study was to develop a causal model of academic adjustment of students with learning based on academic self-efficacy and academic eagerness with the mediating role of the academic resilience.

In this descriptive study of structural equations, 160 students with learning disabilities were selected as a purposeful sample. Data were collected using the Academic Adjustment Questionnaire (Sinha and Singh, 1993), Academic Self-Efficacy Questionnaire (McIllroy & Bunting, 2002), Academic Engagement Questionnairethe (Schaufeli et al., 2002) and Academic resilience Inventory (Samuels & Woo, 2002). Data were analyzed using structural equation modeling using Spss23 and Lisrel 8.8 software.

Based on the results, the causal model confirmed the relationship between academic self-efficacy, academic eagerness, academic resilience and academic adjustment of students with learning disabilities based on different fitness indices. Academic self-efficacy, academic eagerness and academic resilience have a direct effect on the academic adjustment of students with learning disabilities; also, academic self-efficacy and academic eagerness has an indirect effect on the academic adjustment of students with learning disabilities through academic resilience (P <0.05).

Therefore, academic self-efficacy, academic eagerness and academic resilience play an important role in academic adjustment of students with learning disabilities and targeting these three components by psychological therapies can be effective in increasing the academic adjustment of students with learning disabilities.

The purpose of the present research was to investigate the effectiveness of teaching self-regulation strategies on social adaptation and visual motor coordination of students with learning disabilities.

In terms of the purpose, the current research was applied research and in terms of method, it was a semi-experimental study with a pre-test, post-test design with a control group. The research population consisted of all students with learning disabilities in Tehran in 1401-1400. 30 people were selected by connivance sampling method and randomly were assigned into two experimental (15 people) and control (15 people) groups. The tools of this research included Sinha and Singh's compatibility questionnaire (1993) and visual motor coordination (1950). The experimental group received the protocol of self-regulation strategies during 8 sessions of 50 minutes, but the control group did not receive any intervention. Data analysis was done through mixed variance analysis (with repeated measurement) in SPSS version 26 software.

The findings showed that there was a significant difference between the scores of social adaptation and visual motor coordination in the three stages of pre-test, post-test and follow-up by considering different experimental and control groups (P>0.05).

According to the results, it can be said that teaching self-regulation strategies can be effective on social adaptation and visual-motor coordination of students with learning disabilities and can be used as a method to improve social adaptation and visual-motor coordination of students.Students have assessment problems.

The aim of this study was to systematically review the application of psychological interventions in math learning disorder. The research literature has been searched from three scientific journals - learning disabilities, exceptional children, empowerment of exceptional children, from the beginning to the present - without time limit. After searching, screening and evaluating the quality of articles and applying inclusion and exclusion criteria, the research was conducted. In the initial search, 918 articles published in three journals were reviewed, which after evaluating the titles and abstracts , 53 related articles, were identified as having the necessary conditions to participate in the research. Then, the articles were divided according to the type of treatment, of which 5 articles were excluded from the study due to the use of repetitive methods, and finally the remaining 48 articles were included in the study, in which 52 treatment methods were used. According to the researched articles, 52 different methods of psychological intervention were identified for intervention in math learning disorder.

The present study aimed to build, validate, and examine the instrumental psychometric characteristics for diagnosing Specific Learning Disorders (Teacher Form).

Sampling was done using the multistage cluster method. The sample consisted of 304 students from grades one to five of Tehran’s primary schools. Students had already received a diagnosis of learning disorders in learning disability centers. The following steps were taken to make this questionnaire: 1. Reviewal of theoretical foundations. 2. Preparation of the statements repository according to DSM-5. 3.Initial test implementation, 4. Creation of a 42 item questionnaire consisting of two sections (a) SLD Questionnaire ( 9 items) (b) reading, writing, and Math specifier Questionnaire (33 items) 5.Two stages of implementation; concurrently with determining the statistical characteristics and the validity of preliminary implementation on 50 people to determine the initial reliability and subsequent implementation on 304 people, 6.Calculation of the credit coefficient (Cronbach alpha) of the questionnaire.

The results showed that in the primary section, the credit coefficient of the specific learning disorder questionnaire was 72% and the credit coefficient (Cronbach alpha) calculated in the second part (specifiers of reading, writing, and math) was 3/87. The final statistical results led to the removal of 3 items in the specifier section. Eventually, the main questionnaire with 39 items remained intact.

The general results showed that the high average of the components was acceptable due to the implementation of the questionnaire for students with learning disorders, and are capable of initially identifying and diagnosing the disorder.

Different types of digital content have important effect in all aspects of human life, including education. This media can help control and reduce the negative effects of dyslexia by creatively combining the knowledge and skill of the teacher, correctly understanding the nature and roots of dyslexia, and mastering the concepts and skills of information and communication technology in education. The purpose of this research was inquiry of suitable digital content characteristics for dyslexic students, based on research results.

In this regard, using the systematic review method, the characteristics of suitable digital content for dyslexics have been searched according to valid research results. According to the purpose of the research, refereed and published articles, between 2000 and 2020 using identified keywords, among Persian and English sources, and in ISC, Web of Science, Eric, Sid, Irandoc and Magiran databases were reviewed during six stages of systematic review.

Extracted characteristics of suitable digital content for dyslexics were categorized into six media dimensions: 1. Text, 2. Audio, 3. Picture, & 4. Interaction. These results were finally set in the form of checklist and its face validity was confirmed.

According to these characteristics, it is possible to give detailed instructions for the develpers & designers of all types of digital content. Also, evaluation of digital content according to these rules will help readability and more effective transmission of concepts to dyslexics

The aim of Current research was to comparative study an alexithymia, self- compassion and academic help seeking behavior in students with and without specific learning disability. The research design was causal-comparative and the research population included all East Azerbaijan’s students with and without specific learning disability in 2019-2020. Using the connivance sampling method, 102 students (included 52 specific learning disability and 57 normal students) were selected and the Neff's self-compassion, the Bagby, parker &Taylor's Toronto alexithymia and the Ryan, pintrich's help-seeking behavior inventories were used to gathering the data. Multivariate analysis of variance revealed that in all three variables, alexitiamia, self-compassion, and academic help seeking behavior, there was a significant difference between two groups. characteristics such as emotional cognitive deficiency, difficulty in recognizing and describing emotions, and externally oriented thinking way, as well as low social emotional adjustment, challenge self-compassion, alexitimia, and help seeking behavior in people with specific learning disability. Developing and implementing of self-compassionate skills, expression of emotion and help-seeking behavior programs are needed.