فهرست مطالب

  • سال پنجم شماره 4 (پیاپی 18، زمستان 1384)
  • تاریخ انتشار: 1384/12/17
  • تعداد عناوین: 6
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  • Mikaelif., Farahani, M Page 379
    The purpose of this study was twofold: (a) fitness test of phonological processingmodel in normal and dyslexic monolingual students, (b) model comparision acrossresearch groups. Two hundred and seventy six 8-10 years old student from Tehrancity participated in study (138 subjects in each group). Structural equation modelingwas used to fit model and to contrast groups and models of relations phonologicalprocessing skills to reading with IQ gender controlled. Phonological awareness,phonological working memory, rapid automatized naming (phonological retrieval),and reading tests was administered. Results showed that:1-The best-fitting model is one in which the monolingual dyslexics. Normalsubjects′ model have good fitness.2-Normal subjects performe significantly better than dislexics on phonologicalprocessing tasks.3-Normal subjects outperform in reading than dyslexics.4-Reading correctness significantly determine rapidness.
    Keywords: phonological processing model for reading, phonological awareness, phonological working memory, rapid automatic naming, dyslexic boys students
  • Prevalence of learning disabilities in Iranian primary students: A meta- analysis
    Behrad, B Page 417
    The purpose of present study was estimation of prevalence of learning disabilities (LD) in Iranian primary students. There are a few of studies that estimatedprevalence of LD in different areas of Iran. So the current study intended to estimateLD Prevalence rate from administered studies thorough country. Also the studyindicated difference rate in males and females. seven studies was identified fromdifferent databases include Irandoc and journals، but the author did not access somestudies. The author accessed four big sample size studies that were included in metaanalysis. The meta-analysis showed that overall LD prevalence was %8. 81 amongboth males and females. The results after sensitivity analysis indicated overall LDprevalence about %6. 02، 6 and 4. 56 percent for males and females in order. Theprevalence rates that estimated from statistics of learning disorders centers in 2000-2001 and 2001-2002 school years by the author were 3. 19 and 3. 7 percent in order. By including prevalence rates of learning disorders centers in meta- analysis، generalprevalence rate was obtained %4. 58. The meta-analysis of sex effect on prevalencerates indicated that males 1. 1-2. 2 percent more than females affected by LD. ThePrevalence rates of Kordestan and Ardebil provinces have some implications for theeffect of bilingualism on LD diagnostic assessments.
    Keywords: meta, analysis, learning disabilities, prevalence
  • Mostalemif.*, Hoseinians., Yazdi, M Page 437
    The aim of the present research was to investigates the effect of teaching socialskills on increasing of self- confidence in blind- girls Narjes High school. Themethod of research was pre- experimental design and without control group.Statistical population of research consisted of fifty one students who were studing inNarjes High school in year 1381 in the begining: all of students replied toI sing selfconfidencetest, then self- confidence mean of students (18/01) were determined byregarding the self- confidence mean in lsing test(15) and self- confidence mean ofstudents (18/01) some students were selected whose marks of self- confidencewere(0/5) lower than standard deviation. According, twelve students who werequalified in ten 90 minute sessions social skills consisted of: interpersonalrelationship- questioning – explaining-listening self- disclosure and assertiveness.After finish sessions, subjects again replied to the I sing self- confidence teststatistical method for data analysis, was student (t-test) for development groups.The result revealed that social teaching had been effective on increasing selfconfidenceof blind- girls.
    Keywords: social skills, self, confidence, blind
  • Vismeh, A.* Page 451
    The purpose of this research was to investigate the relation some of factors withattitude of teachers that teaching to slow learner students in regular schools.154available teachers in Tehran was used (141 female, 13 male).by correlationalmethod questionnaire of: assessing attitude were prepared.results showed that 41/6% of regular teachers have negative attitude to integrated settings for slow learnerchildren. correlation coefficient of teaching records and teachers level of literacywith their attitude towards integrated education for slow learner students was notsignificant. logistic regression showed that correlation coefficient of teachersattitude to accordance amount academic books content with mental conditions inslow learner students and teachers attitude to their relationship problems withteachers attitudes toward integrated education were significant. so logistic regressionshowed that relation of others variables with teachers attitude was not significant.
    Keywords: slow learner student, integration, teacher's attitude
  • Haghbin Nazarpak, M.* Page 465
    Dyspraxia is a condition which has received attention in understanding a variety ofdifficulties in learning exhibited by children. This paper presents an exploration ofdyspraxia and dyspraxic children. The spectrum of this difficulties exhibited bydyspraxic children is very wide, from difficulties in walking over a straight line toreading-writing difficulties. This paper focuses on dyspraxia and dyspraxic children.Dyspraxic children can become disadvantaged. Specifically, the general policy inidentifying their needs and supporting them are necessary for an appropriateintervention. Dyspraxic children are clearly having special educational needs alongother children with special educational needs such as dyslexia, autism, etc.Dyspraxic children do not morally or legally receive enough attention mainlybecause they do not look different from their normal peers. This is why dyspraxia isusually addressed as a hidden handicap. It is not sufficient to make sure that therewill be enough funding to support pupils with Special Educational Needs, it is alsonecessary to ensure that all the relevant pupils to be recognised as children withSpecial Educational Needs and receive the appropriate support and interventionwithin the educational system.
    Keywords: dyspraxia, special educational needs, hidden handicap