JOURNAL OF LEARNING DISABILITIES
Year:2015 | Volume:4 | Issue:3 (14)|Papers Count:7

Dyslexia has allocated the most percentage of learning disability (LD) students; also working memory is another important factor in learning that dyslexia students have severe weakness in it. Thus, the aim of this study was to determine the effectiveness of N-back training software on promoting working memory of students with dyslexia. For this purpose, amongst the male students of grades 2 to 5 in elementary schools of Rasht (2013-2014), at first eighteen students were selected and then were distributed randomly to two experimental (n=9) and control groups (n=9). Instruments that were used for data collecting were reading and dyslexia test, Daneman and Carpenter’s working memory test and N-back Training software. Research design was pretest-posttest randomized group design. Analysis of data using covariance analysis (ANCOVA) revealed significant differences between experimental and control groups after N-back Training of experimental group. Therefore, it was included that using the N-back software helps to improve the working memory and it’s components in the students with dyslexia.

The purpose of present study was to investigate the academic procrastination and academic vitality in students with and without specific learning disorders. This is a comparative case-control study. The participants of this study include all male students in the fifth grade of elementary schools in Ardabil city in the academic year of 2014. The participants consisting of 60 students in the schools were selected through multistage cluster sampling. To collect the data, academic procrastination and academic vitality scales were used. The results of multivariate analysis of variance (MANOVA) showed that there is a significant difference between the students with and without specific learning disorders in term of academic procrastination and academic vitality (P<0.001). These results indicate that high academic procrastination and lower academic vitality in students with specific learning disorder, with a delay in doing academic assignments and lack of positive motivation, have an effective role in the academic failure and the continuation of this disorder in children. So, regarding these two variables as related to the academic performance, it is possible to apply the training and appropriate programs which result in better academic performance and mental health in these students.

The aim of this study was to investigate and compare attributional and resiliency style in students suffering from specific learning disorders, blindness and normal students. Ninety male and female students (30 students with learning disabilities, 30 blind students and 30 normal students) participated in the study are from Sari city. All participants were asked to complete the attributive style questionnaire and resiliency questionnaire. Data Analysis involved both descriptive and inferential statistics including means, standard deviations, multivariate analysis of variance, Pearson’s correlation coefficient and regression analysis. The result of the data analysis showed that regarding inner - outer attributions, temporary - stable attribution, total - special attribution, and resiliency, students suffering from learning disabilities and blindness are significantly different from the normal students. In this regard, students have more pessimistic attributional style and less resiliency in comparison to the normal students. Moreover, the multivariate regression analysis demonstrated that attributive styles can predict changes in the resiliency. The overall findings of the study showed that students with learning disabilities and blind students have more worrying conditions in terms of personality and compatibility issues than has normal students. So they need more Psychological services and attention.

The main objective of the study is to compare the performance of students with and without math learning disorder in Tower of London (TOL) and scale continuous operation (CPT). To achieve this goal, the target population includes students of fourth, fifth and sixth grade with math learning disability were selected from specific learning disabilities School and normal students School in academic years of 1393-94 in Bilesavar. Forty students with math learning disability in the population were selected through simple random sampling. Tools used in this study include: researcher-made questionnaire, Raven's IQ test, Key- Matt math test, continuous performance test and Tower of London scale. This study is a cross sectional and causal-comparative one. Collected data were analyzed using multivariate variance analysis. The results showed that there is a significant difference between two groups of students with mathematics disorders and normal considering Tower of London and scale continuous performance test. This means that students with mathematical problems and normal ones had a significant difference in terms of the ability to plan, solve problems and catch the students' attention. Based on the findings of this research, it can be concluded that the ability to plan, solve problems and catch the attention of students with mathematical problems were weak and it requires further attention on the part of authorities.

The main purpose of the present study is to investigate Wechsler intelligence scale among children with attention deficit, hyperactivity disorder, learning disability (reading disability and mathematical disability) and normal children. The sample consists of three groups of 30 people (children with hyperactivity/ attention deficit, learning disabilities and normal children) who were selected using multi-stage cluster sampling in Rasht city and then it was compared based on the fourth edition of the Wechsler intelligence test. Data analysis was used based on multivariate analysis of variance and post hoc test. The results showed that normal children outperformed two groups of children with hyperactivity / attention deficit and learning disabilities regarding all factors of the test including verbal comprehension, perceptual reasoning, working memory and processing speed. The results showed that children with learning disabilities in the working memory were in a more favorable condition than children with hyperactivity / attention deficit. The findings established upon studies and literature on the basis of executive dysfunction in neurological disorders can be explained within these two disorders.

The purpose of this study was to determine the effectiveness of bilateral training on self-concept and social skills of the students with dyslexia. This experimental research method was a pretest-posttest with control group. The population of the study is all students in fourth and fifth years of primary school in Nasim-shahr in Tehran in 1392-93. The study sample consisted of 20 students with dyslexia disorder. They were randomly selected from primary schools and assigned to both experimental and control groups (n=10 per group). To collect data and diagnose dyslexia, Karami-noori and Moradi reading test, self-concept scale for children (CSCS) of Pierz - Harris and social skills Matson were used. Experimental group was trained for 16 sessions for bilateral training and the control group received no treatment. The results of analysis of covariance showed that the brain bilateral training had an impact on self-concept and social skills. In this regard, it led to increased self-concept and social skills of students with dyslexia. According to these results, it can be said that the bilateral training can be used for the education and treatment of people with dyslexia.

This study compared the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students. This study enjoyed an experimental design with pretest, posttest and a control group. The study included all students in second through fifth grade including boys and girls who attended dyslexic learning center in 2011-2012 educational year in Ardabil. The sample consisted of 45 dyslexic students who were selected through available sampling and were assigned to two experimental and a control group. To collect data, Wechsler Intelligence Revised Scale for children and a reading impairment test were used. Multivariate covariance (MANOVA) was used to analyze the data. The findings indicated that compared with the control group phonological awareness strategies and Fernald multi-sensory groups were effective on the improvement of reading skills and comprehension of students with dyslexia. MANCOVA results also showed a significant improvement in reading comprehension and phonological awareness groups compared to the Frnald multi-sensory during the training sessions. Thus, considering the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students is of particular importance.