JOURNAL OF LEARNING DISABILITIES
Year:2014 | Volume:3 | Issue:2 (9)|Papers Count:7

The purpose of the current study is to evaluate the effectiveness of the application of audio-visual mnemonicsin dictation instruction to children with dictation disorders in the First Grade of the elementary school. The research was quasi-experimental with a pre-test-post-test design including a single group. Research sample consisted of 15 students with dictation learning disorder who were randomly selected. The subjects participated in 8 dictation training sessions in which mnemonics were made use of. The participants were asked to sit for a teacher-made dictation test as the pre-test and post-test. Data were analyzed using a dependent statistical t test. The results showed that the use of mnemonics increases dictation learning. Thus, the application of mnemonics for dictation instruction for children with dictation learning disorders is effective.

The present research was conducted to compare the self-perception and sleep problems among the students with attention deficit hyperactivity disorder (ADHD), learning disability (LD) and normal students. The participants of this comparative study were students of 5thgrade of normal schools in 2013 in Parsabad city. Sixty students (20 ADHD, 20LD & 20 normal) were selected by multi-stage cluster sampling method. Data were collected through Conners’s questionnaire, CSHQ, CLDQ and SPPC and analyzed through the multiple analyses of variance (MANOVA) and least significant difference (LSD) post hoc tests. Results showed that students with LD have significant difficulty in scholastic competence, social acceptance, behavioral conduct, physical appearance and global self-worth in comparison with normal students. ADHD students have significant difficulty in social acceptance and behavioral conduct in comparison with normal students. ADHD group out performed the normal students in terms of athletic competence. ADHD and LD students obtained higher scores in sleep problems in comparison with normal group. Findings under score the importance of effective management and training of self-perception and sleep for LD and ADHD students.

The aim of this study is to Meta-analyze psychological-educational interventions effectiveness on academic performance of dyslexic students. Using Meta-analysis or integrating results of researches, this study has tried to identify the effect of psychological-educational interventions on educational performance of dyslexic students. Out 22 studies, 16 studies, which were methodologically acceptable, went through meta-analysis. The research tool was a meta-analysis checklist. The study was based on 592 cases and 16 effect sizes. Meta-analysis results showed that effect of psychological-educational interventions on improving academic performance of dyslexic students is d=1.49 (P = 0.001). According to Cohen table, this is considered as a high effect size. Based on the results, it can be claimed that psychological-educational interventions have a great effect on academic performance of dyslexic students.

The aim of the present study is to examine the effectiveness of Panouraand Philipuo’s Metacognition Training Program on self-concept of children with mathlearning disability. Statistical population of this study includes students of Fourth Grade of Esfahan selected from students of a learning disability clinic using available sampling. The Single Subject method with A-B Project was employed in the current research. After base line position, intervention started and through 12 in dividual intervention sessions Panoura and Philipuo’s Metacognition Training Program was presented and three subjects were followed up in four consecutive sessions. Through the visual analysis of data graphs based on descriptive statistics indicesand visual analysis, the intended inter ventions were proved to be effective for all three subjects (PND was 92% for subjects A and B and 100% for subject C). The results showed that Panoura and Philipuo’s Metacognition Training Program is effective on self-conception of children with math learning difficulties.

The purpose of this study is to compare alexithymia, self-efficacy and self-esteem in students with and without learning disabilities. This is a causal-comparative study. The target population of the study includes all students of5th and 6th grades of primary school (girl and boy) with and withoutlearning disabilities in Ilam in 2013-2014 from which 30 students with LD and 30 normal students were selected using random sampling method and matched method (in terms of age, gender and class), respectively. Data were collected using Toronto Alexithymia Scale, general self-efficacy questionnaire of Scherer et al and Rosenberg’sself-esteem Scale. Results indicated that the two groups of students differed significantly regarding alexithymia, self-efficacy and self-esteem. Findingsreveal that learning disabled students face difficulties inemotional abilities as well. Moreover, since they expect little from themselves, they experience low levels of self-efficacy beliefs and self-esteem. Thus, training plans and consultancy services are of vital importance tothestudents.

The purpose of this study is to examine the effectiveness of social problem-solving skill training in promoting psychological well-being and resiliency of students with learning disabilities. The research is experimental. Research samples were consisted of 40 students with learning disability aged 12-16 selected from Ardabil Learning Disability Center using simple random sampling method. The participants were assigned into two experimental and control groups. Subjects of the experimental group attended in 6-session group social problem solving training program. Data were collected using Riff’s Psychological Well-being and Conner and Davidson’s Resilience tests. Results showed that social problem solving training has positive effect on the promotion of resilience, psychological well-being and almost all of psychological well-being components (self-acceptance, positive relations with others, autonomy, purpose in life and personal growth) with the exception of environmental mastery component in students with learning disabilities (p<0.05). These results have important implications regarding the education and counseling services to the students with learning disorders.

The purpose of the present study is to compare various perception errors in children with and without learning disabilities. The statistical population include salls tudents inspecial schools for learning disabilities in Bukan through the academic year 2012-2013. The sample in cluded 45 elementary school students with learning disabilities (15 students with dyslexia, 15 students with writing dyslexia and 15 students with a ccount deficient) and 15 normal students selected through multi-stage cluster sampling method. Fordata collection, perceptual error of Muller-layertests, horizontal-vertical tests and image rejection tests wereused. The research method was Cause-Comparative. The data were analyzed using multi variate analysis of variance. Results showed that perceptual errors in students with learning disability were sign ificantly more compared to normal students. Research findings suggest that students with learning disabilities have difficulties in perception abilities, so educational and therapeutic programs which are believed to be effective on perception capabilities of students with learning disabilities are particularly important.