فصلنامه ناتوانی های یادگیری
سال دوم شماره 3 (پیاپی 6، بهار 1392)

This study compares the working memory in dyslexic and normal children. The method of the present study was descriptive (causal-comparative) method. The study sample included 30 students with reading disorder and 30 students without reading disorder who were matched in terms of IQ, age and gender. To identify the students with reading disorder, phonological awareness test was used, and to assess the working memory Working Memory. Index of the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) was used. The findings showed that there are significant differences between the working memory in dyslexic and normal students. It was found that the working memory in dyslexic children is considerably lower than normal children. Thus students with reading disorder are faced with serious problems in working memory.

The purpose of the present study was to compare academic conscience and academic burnout in students with and without learning disabilities. This is a comparative case-control study. The statistical population of this research includes all students with and without learning disabilities in Rasht city during the academic year of 1391-1392. Using a multi-stage random cluster sampling method, a study sample of 80 second and third grade guidance students (40 with learning disability and 40 normal) was selected from second and third grade guidance students among students in Rasht city. The data were collected using the researcher constructed tests for reading, writing and math evaluation, academic conscience scale, academic burnout scale and Raven’s progressive Matrices. Multivariate analysis of variance (MANOVA) was used to analize and describe the data. The results showed that there is a significant difference between the two groups of students with regard to academic conscience and academic burnout. This finding has important implications for educational planning and planning for educational mental health of students with learning disabilities.

The present study investigated the effects of phonological awareness training on the speed, accuracy and comprehension in second grade elementary students with dyslexia. The design of the study was experimental with control and test group. Statistical population composed of all dyslexic students at the elementary schools in the city of Kermanshah in 2011-2012. Children cluster sampling was used for sampling. Having identified the dyslexic children, 30 were randomly selected and divided into experimental and control groups. The phonological awareness training sessions were held for the experimental group while the control group received no intervention. To collect the data, the dyslexia checklist, reading diagnostic test, Raven's colored Progressive Matrices test and test of phonological awareness were used. To analyze the data, covariance statistical test was used. The results showed that there was a significant difference between the mean score of accuracy, speed, comprehension and reading in post-test of experimental group and those of pre-test. According to the results of the study, it could be concluded that phonological awareness training plays significant roles in improveming reading skill in students with dyslexia.

The aim of this study was to compare emotional regulation and defense mechanisms in mothers of students with and without learning disabilities. This research is a causal-comparative and cross-sectional study. The statistical universe of this research includes all mothers of students with and without learning disabilities (8 to 16 years of age) in Noorabad (Delfan) city in 2012 (A.). The research population consisted of 30 mothers of students with learning disabilities selected using simple random sampling method and 30 mothers of normal students were selected using cloning techniques (based on maternal age, education, socio-economic base, and number of children). The scale of cognitive emotion regulation and defense mechanisms were used to collect the data. Results of multivariate analysis of variance (MANOVA) showed that there was a significant difference between the two groups of mothers in emotion regulation and defense mechanisms (P <0.001). The results show that those who make use of immature defense styles, have lower ability to manage and regulate emotions. Thus, you can help people properly using more developed defense mechanisms preparing educational programs teaching emotional skills.

The purpose of this study was to compare boredom and its components (internal stimuli and external stimuli) in students with mathematics disorder, attention deficit (hyperactivity disorder) and normal people in Tabriz city. This is a comparative case-control study. The statistical universe of this research includes all 12-16 year-old male and female students with mathematics disorder, attention deficit/ hyperactivity disorder and normal people in Tabriz city during the academic year 1390-1391. For this purpose, 30 students with mathematics disorder, and 30 students with attention deficit disorder/ hyperactivity referred to specialized clinics (ages between 9-12 years) were selected through sampling. The normal group included 35 students who were enrolled in regular schools after being matched in terms of demographic characteristics with the other two groups were randomly selected. To collect data, Boredom questionnaires, the parents form of Conner’s scale and Raven test was used. The results of multivariate analysis of variance showed that there is a significant difference between the three groups of students in terms of boredom. So people with attention deficit disorder and mathematics disorder/ hyperactivity showed, higher levels of impatience than normal individuals. But between the two groups of people with attention deficit disorder and mathematics disorder/ hyperactivity, significant differences were observed.

The main objective of this study was to investigate the effectiveness of cognitive rehabilitation on executive functioning and academic achievement of students with math learning disability. The target population includes students all of fourth, fifth and sixth grade with math learning disability, studying at schools of Ardabil in the school year 2012-2013. 32 students with math learning disability in the population were selected by simple random sampling. Tools used in this study included: Researcher made questionnaire, Raven's IQ test, Key-Matt math test, Shelve math achievement test, Wechsler Numerical Memory Scale and continuous performance test. While research method of the study is a pilot study with clinical trial, the pre-test and post-test were done with the control group. Data were analyzed by multivariate analysis of variance (MANOVA). The results showed that there is a significant difference between groups of students with math problems and control in working memory, attention maintenance and achievement. This means that working memory, attention maintenance and academic achievement of test group increased after cognitive rehabilitation training. It can be concluded that cognitive rehabilitation intervention can be used to improve the executive functioning and academic achievement of students with math impairment.1. Corresponding Athor: Professor of Psychology, Department of Psychology, University of Mohaghegh Ardabili 2. Student of Ph. D. The member of Young Science Club-Islamic Azad University, Ardail branch Journal of Learning Disabilities, Spring 2013 1392 "#$

This study compares the visual- motor perception of normal children and children with learning disablilities, and assesses the power of Bender Gestalt Test in screening learning disabilities. The study population composed of all primary school students with learning disabilities who were refered to the educational and rehabilitation centers in Ahvaz city during the academic year 1389-90. By purposed sampling, 52 learning disabeld children and 52 normal children were selected based on sex, age, education and language group (mono-linguald or Arabic-Farsi bilingual). To collect the data, Bender Gestalt tests were used. The obtained data were analyzed using MANOVA statistical method. The results showed that there were significant difference between the two groups in visual-motor perception and distortion, integration, perseveration and rotation and all of the errors. So It seems that Bender Geshtalt test is capable of screening learning disabilities in normal children, especially in grade 2 and the upper grades.