JOURNAL OF LEARNING DISABILITIES
Year:2013 | Volume:3 | Issue:1 (8)|Papers Count:8

This research was carried out to compare the amount of worry, hope and meaning of life in mothers of deaf children, children with autism, and children with learning disability. Descriptive method was used and the sample consists of 169 mothers who were selected with the use of convenient sampling method from among all of the mothers of autistic, deaf and learning disabled children aged 6 to 12 in Isfahan in 2011. The Penn state Worry Questionnaire (2006), the Adult Dispositional Hope scale (Schneider, 1991) and the Purpose In Life questionnaire (Crumbaugh & Maholick, 1969) were used to assess the variables. The findings show that there is a significant difference in the amount of hope and meaning of life among the three groups (P<0.01). With an increase in meaning of life in the mothers of deaf children, children with autism, and children with learning disability hope increases and worry decreases and vice versa.

This study has aimed to investigate the prevalence of learning disabilities among first and second grade students at elementary school in East Azerbaijan Province (Iran). The research method was descriptive.1000 students (5000 boys and 5000 girls) were selected by cluster sampling in Tabriz, Ahar, Marand, Maragheh and Miane. Subjects were measured with Diagnostic checklist of specific learning difficulties, Wechsler Intelligence Scale for Children-Data analysis was carried out using descriptive statistical method and chi-squar test. Results indicated that 3.83 percent of students suffered from leaning disorder. According to the results, 4/53% of second grade, 3.67% third grade 3.73% fourth grade and 3.42% fifth grade students had learning disorder. It is an undeniable necessity for the development centers to recover the students' specific learning difficulties.

The aim of this study was to compare locus of control, cognitive self consciousness and fear of failure in students with and without learning disabilities. This research is a causal-comparative and cross-sectional study. The statistical universe of this research includes all primary school students in Lordegan city in 2012-2013. The study sample included 200 students third to fifth grades (100 with learning disability and 100 normal) were selected by random sampling. To collect the data, the scale of Ratter's locus of control, self-questionnaire for Wales, Fear of Failure conroy were used. Multivariate analysis of variance (MANOVA) was used to analyze and describe the data. The results showed that there are significant differences between the two groups in locus of control and self-knowledge. There aren't significant differences between the two groups in fear of failure. Normal students have higher cognitive self-awareness.

The purpose of this paper was to compare the effectiveness of Direct Instruction (DI), Phonological Awareness (PA) and Combined Method (CM) on reading comprehension in elementary students with reading disabilities (RD). The target population included male and female third, fourth and fifth grade elementary students in Kermanshah in trhe academic year 1390-1391. The study sample consisted of 20 participants diagnosed with RD. Then, four equally sized groups each with 5 participants were formed. WISC-R and reading achievement and reading comprehension test were utilized. Pretest and posttest were administered to the four groups. The 40 minutes special treatment was given to experimental groups three for 20 sessions but the control group received nothing except for the traditional school instruction. The data were analyzed by one–way ANOVA and Scheffe post-hoc test. The results revealed that PA could significantly enhance reading comprehension, but the other two methods could not. Accordingly, this study suggests the PA method for reading comprehension problems remediation.

This study examined the effectiveness of working memory strategies training on improvement of reading performance in dyslexie students. In this study quasi-experimental and pretest-post test with control group design were applied. For this purpose, 30 students with dyslexia in third grade and fourth grade on the bases of one stage cluster sampling method selected and were randomly assigned to control and experimental groups (15 students in the experimental group and 15 students in the control group). Reading level detection test of Azizian and Abedi were used in this study. Working memory strategies training were performed during15 sessions on the group. The obtained data were analyzed statistically by using of analysis of covariance (ANCOVA). The results showed that the training of working memory improved the reading performance of dyslexic students. This study also showed that working memory has a key role in reading performance and defect in working memory can cause weakness in it.

The aim of the present research was to determine the relationship of metacognitive states, perceived instrumentality and parental goal emphasis with academic achievement in learning disabilities students. The population of this study includes all learning disabilities students of Korramabad enrolled in the 2011-2012 academic year. The research sample consisted of 81 students who were selected through convenience sampling. To collect the data, metacognitive states questionnaire, perceived instrumentality and Parental goal emphases questionnaire were used. The results of Pearson's correlation analysis showed that predictor variables (metacognitive states, perceived instrumentality and parental goal emphases) are positively associated with criterion variable (academic achievement) (p<0.001). Multiple regression analysis showed metacognitive awareness variable and planning from component of metacognitive beliefs, and components of parent's goal emphases (mastery and performance) to be predictors of academic achievement in learning disabilities students. These results have applied implications for intervention programming and remedial training for learning disorders.

The purpose of the present study is to determine the role of perceived teacher support in predicting academic self-efficacy in students with learning disabilities. This research is a correlational study. The research sample consisted of 45 students with learning disabilities who were selected by stage random sampling frome among students in Rasht city. The data were collected using the researcher constructed tests for reading, writing and math evaluation, perceived teacher support scale, academic self-efficacy scale and Raven’s progressive Matrices. The results of Pearson correlation coefficient showed that perceived teacher support is related to academic self-efficacy in students with learning disabilities. The result of enter regression showed that perceived teacher support explained academic self-efficacy in students with learning disabilities. This finding has important implications as regards the education and mental health of students with learning disabilities.

The goal of the present study was to compare ADHD and oppositional behavioral disorder and conduct disorder in elementary students with learning disabilities and normal students. The sample group included 381 normal student (193 grils and 188 boys) and 80 students suffering learning disability (40 girls and 40 boys). The method of sampling for the first group was clustered multi-phased and the second group were chosen by the method of accessible sampling. The research method was causal comparative. To collocet the data, Achenbach teacher report forms (TRF) were used. The research data were analyzed by means of chi-square test. The result showed that students with learning disability and normal ones have meaningful difference in ADHD and Oppositional behavioral disorder, but the defference in conduct disorder is not significant. The findings indicate that the attention to ADHD and oppositional behavioral disorder can be important factors in working with students with learning disabilities.