JOURNAL OF LEARNING DISABILITIES
Year:2012 | Volume:1 | Issue:3|Papers Count:7

In the present research the writing mistakes of ordinary elementary school boys and those with dysgraphia, have been compared and analyzed. Research sample was taken from six boy's elementary school which was selected randomly among educational zones of Tehran city. Sample comprised 150 students of 3rd, 4th and 5th grade, 75 dysgraphic and 75 ordinary students. GPA, samples of handwriting and dictation of both groups were collected for assessment, and a few interviews were conducted with teachers and parents of dysgraphic students. Data was analyzed using descriptive and inferential statistics and content analysis. Results showed there is a significant difference between the two groups in the type and frequency of writing mistakes. A remarkable finding of this research is about the result of between-grade comparisons which showed a substantial decrease in types and frequency of writing mistakes in ordinary students as grades increase, while there was an increase or consistency in writing mistakes over time in dysgraphic students. Thus it can be concluded that dysgraphic students don't benefit from the instructions that is based on drill and repetition.

One of the most common problems in schools is students' illegible handwriting. The purpose of the present research was to study the effective factors on primary students' legible handwriting. This study was conducted with descriptive survey method. The participants for this study included 100 teachers of Lahijan. The sample was selected using random sampling method. After codification of theoretical background, 4 factors that affect handwriting were selected. Based on these factors the research's questions were made. The measuring instrument was a researcher–designed questionnaire with 24 questions. Analyzing of data was conducted using t-test single-variable for comprising with average level (3). Statistical test results showed that prerequisite writing skills, ergonomic factors and factors related to dictation affect on students handwriting legibility and common errors in writing don’t have any effect on handwriting legibility.

The purpose of the present study is to determine role of self-esteem and test anxiety in predicting life satisfaction in students with dyscalculia. This research is a correlational study The research sample consisted 60 students with dyscalculia was selected from through stage random sampling among students in the Delijan city. Data were collected using the Kay-Math Mathematic Test, Self-Esteem Scale and Test Anxiety Inventory and life satisfaction Scale. The results of Pearson correlation coefficient showed that self-esteem (r=0.43) and test anxiety (r=-0.37) are related to life satisfaction in students with dyscalculia (P<0.01). The result of enter regression showed that self-esteem and test anxiety explained 22 percent of variance of life satisfaction in students with dyscalculia. The results indicated that high levels of self-esteem and low levels test anxiety increases life satisfaction in students with dyscalculia.

The aim of this study is Comparison of memory and attention's profile in students with learning disabilities and normal students. Sample was five groups (15 normal students, 15 students with dyslexia, 15 students with dysgraphia, 15 students with dyscalculia and 15 students with two or three disable) that selected with multistage cluster random sampling in schools of Bushehr and matched. Tools used in this study include impaired reading test, writhing, calculate, Continuous Performance Test (CPT), Wechsler intelligence scale for children revised, and clinical interview. MANOVA Results indicated significant deferent between groups (P<0.001). Tukey (HSD) analyze showed normal students has more attention and memory in comparing with other groups(dyslexia, dysgraphia, dyscalculia and students with two or three disability) (P<0.001). Then, to rank was students with dyscalculia and dyslexia, students with dysgraphia, and lesser of others, students with two or three disability (P<0.001). This study indicated students with dysgraphia and especially students with two or three disabilities have less attention and memory.

The purpose of this study was to compare self-efficacy beliefs and achievement motivation in students with and without learning disabilities. This is a sectional comparative study. From among all students of primary school (girl and boy) with and without learning disabilities in Ardabil in 1390, and using a stratified sampling procedure a sample of 40 students with LD, and 40 normal students matched(in terms of age, gender, class, school and eco-social status) was selected. Data were collected using general self-efficacy questionnaire of Scherer and et al. and achievement motivation questionnaire (AMQ) of Hermans. Results indicated that the two groups of students differed significantly in self-efficacy beliefs and achievement motivation. Students with learning disability experience low levels of self-efficacy beliefs and achievement motivation because of low levels of expectation of themselves. The findings imply that self-efficacy beliefs and achievement motivation should be important in the educational and counseling services provided for students with LD.

This paper investigates the effectiveness of painting in reducing aggressive behavior among students with dyslexia. The study population consisted of all dyslexic female students in Kermanshah referred to centers of learning disorders in Kermanshah, which among them a sample of 120 were selected in available sampling method and after completing Eysenck aggression questionnaire, 30 with highest scores were divided randomly into two groups of experimental and control. Experimental group began free painting for 6 sessions and after intervention, post-test was conducted for both groups. The design of study was of experimental and in order to analyze data, statistical method of covariance was used. The results indicated that there was a significant relationship between pretest and post-test aggression scores in both groups of experimental and control. In terms of findings it could be concluded that painting is effective in reducing aggressive behaviors of female students with dyslexia.

the current research investigated the power of Bender Gestalt test in provident of the affliction readiness to dyslexia and dysgraphia in Tehranian preschool children. This research carrying out in direct access to the test for diagnosis the children that have need the therapy for dyslexia and dysgraphia before of entrance to elementary school the method of the research was the descriptive from the kind of longitudinal. 743 preschool children selected randomly from the regions 2, 3, 5, 6 education of Tehran city. Subjects have have been tested with Bender Gestalt test. Finally 28 preschool children with 85-95 I.Q that in elementary first grade affected to dyslexia and dysgraphia compares with the same I.Q preschool child 28 and without learning disability .the mean total error and fourfold errors of distortion, rotation, disintegration, perseveration compared between two groups with independent test. The results showed that merely the disintegration error score of preschool children possessing readiness for being affected to dyslexia and dysgraphia is significantly more than normal preschool children.