JOURNAL OF LEARNING DISABILITIES
Year:2012 | Volume:1 | Issue:2|Papers Count:7

The goal of this study was to determine the effectiveness of a neuropsychological method and content-based training in the remediation of mathematics disorder in students of grades 2 to 5 in elementary schools of Ardabil. Sixteen students who had received a diagnosis of arithmetic disorder based on a clinical interview, an intelligence test and a standardized arithmetic battery, At the first received individually neuropsychological tasks in 15 sessions and content-based instruction in 10 sessions. Standardized arithmetic battery and its parallel form were used for evaluation of mathematics performance students in pre and post test. Results showed that students performed in standardized arithmetic battery in post test better than pre test. The obtained findings underscore the importance practice with neuropsychological tasks that strength memory and attention can remedy arithmetic learning in children with mathematics disorders.

The purpose of this study was to investigate the demographical predictors of learning disorders for elementary students in Golestan State.In a retrospective cross-sectional study, numbers of 702 elementary students from two grade two to five grade of golestan province were selected by multistage clustering sampling method and completed Demographical information questionnaire, The Wechsler Intelligence Scale for Children-Revised (WISC-R), The Myklebust Rating Scale to assess overall learning disabilities along with clinical interview. Data analyzed by Chi-square and enter binary Logistic Regression with PASW software.Results showed that socio-economic Status and residiency location significantly able to differentiate students with learning disorders from those without learning disorders. The total regression model showed that 96.9% of this sample was classified correctly. lower socio-economic status and residiency in rural areas have contribution in incidence of total learning disorders and predicted the greater variation in probability of having the learning disorders. These results have applied implications for intervention programming and remedial training for learning disorders.

The purpose of this study was to compare the social, emotional, and educational adjustment as well as self-regulation of learning in students with and without learning disabilities. This is a comparative case-control study. The statistical universe of this research includes all 14-16 year-old male students with and without learning disabilities in Ardabil city during the academic year of 1390-1391 (A.H.). The research subjects consisted of 40 male students (aged 14 to 16 years) with learning disabilities selected by simple random sampling and 40 normal students matched on age, birth order, socioeconomic status). To collect data, questionnaires regarding students' adjustment and self regulation in students' learning were used. The results of multivariate analysis of variance showed that there is a significant difference between the two groups of students in terms of social, emotional, and educational adjustment as well as self-regulation of learning. It can be concluded that children with learning disabilities, have higher rates of social, emotional and academic problems and conflicts, which are usually ignored in schools. Furthermore, managing self-regulation plays a key role in the academic achievement of children, adolescents and adults.

This study has aimed to investigate the Prevalence of learning disabilities among first and second grade students at elementary school in chaharmahal va bakhtiari province (Iran). Method of this research is descriptive.415 students (209 boys and 206 girls) were selected by a cluster sampling.Subjects were measured with three tests, Key Math Diagnostic Arithmetic Test, phonological awareness and writing disorder test. Data analysis was carried out using descriptive statistical methods, and chi square test. results indicated that 5.42 percent of first grade students and 7.55 percent of second grade students suffered from reading disorder. Also the prevalence of dyscalculia among first grade and second-grade students was 6.9% and 7.5% respectively. According to this results, 7.69% of male and 6.06 % of female in first grade students and 8.57% of male, and 6.54% of female in second grade students have writing disorder. Difference between prevalence of reading disorder in the female and male students was statistically significant, and a greater number of male students having a reading disorder, But the difference between prevalence of dyscalculia and dysgraphia in female and male students was not statistically significant. The prevalence of learning disabilities among first and second grade students in chaharmahal va Bakhtiari Province is relatively high. And reading disorder is more prevalent in male students than female students.

Metacognitive strategies including SQP4R and self monitoring are used to improve reading comprehension in students with reading difficulties.The aim of the current study was to study the combined effects of SQP4R and self monitoring on reading comprehension of students with reading problems. To fulfill the stated goal, thirty students with reading problems were selected on the basis of multistage sampling procedure and divided randomly into experimental and control groups. The intervention program consisting of self monitoring and SQP4R procedure was implemented during eight "sixty minute" sessions. Instruments that were used for data collection were Raven's Coloured Progressive Matrices Test, Reading and Dyslexia Test and Reading Comprehension Test. Analysis of data using Multivariate Analysis of Covariance (Mancova) revealed significant differences between experimental and control groups after removing the effect of pretests as covariates. Therefore, it was concluded that a combination of SQP4R and self monitoring can improve the reading comprehension of students with reading difficulties.

The present study is examined the effectiveness of the software to promote understanding of response inhibition and working memory in children with dyslexia and attention deficit-hyperactivity. The study population consisted of all male children, with attention deficit/hyperactivity and dyslexia are between the ages of 9 to 12 years, Who are educated in the city of Ardabil. Sample of 30 male children with attention disorders deficit/hyperactivity and 30 children with dyslexia and 30 controls who were randomly selected. Raven Colored Matrices test instruments, questionnaires Kvnrz, Test of reading disorders, cognitive advance of computer software, test the hearts and flowers and are a visual search test.The results showed that advance the application of cognitive skills, working memory and inhibitory response on the children's attention deficit/hyperactive children with dyslexia and has had a positive effect.

The purpose of this research was to determine of clock drawing pattern in children with and without developmental dyslexia, and to assess the usage of clock drawing test as a screening measure in Iranian children population. The method of this research was expose facto with matched group which included 53 children with developmental dyslexia and 53 normal control ages 9-11 years, matched for age, gender, handedness, grades and IQ. They were selected through access sampling method. Participants were selected after completed the teacher's and parent's form of CSI-4, WISC-R and structured interview according to DSM-IV-TR. Conceptualization of time and construction of the clock face drawing were assessed separately using Cohen, Ricci, Kibby & Edmonds scoring system normed on school-age children. Data were analyses by MANOVA. The result showed that children with developmental dyslexia, performed significantly poorer than control sin clock construction and placements of hands. The qualitative analysis of performance revealed errors that were subsequent to poor planning during task execution. According to quantitative and qualitative analyses of differences between clock drawing pattern in children with and without developmental dyslexia, the clock drawing test is useful screening measure, as well as a valuable addition to a comprehensive neuropsychological evaluation in children with developmental dyslexia.