JOURNAL OF LEARNING DISABILITIES
Year:2020 | Volume:9 | Issue:3 |Papers Count:7

The aim of the present study was to meta-analytically review the effectiveness of the interventions, called the Response-to-Intervention, on improving the academic performance of students at risk of math disorder. To achieve the goal of the research using both manual and systematic search methods, 116 studies passed the initial screening, of which 35 were selected and analyzed using CMA 2 software because of meeting the input criteria. The research tools were research quality checklist and met-analysis checklist. The combined effect size of the researches obtained was 0. 53. In addition, the role of moderating variables of the instructional approach (P
0. 05), grouping (P
0. 05), the student level of problem (P
0. 01) and the level of study (P
0. 05) was significant. The results showed that researches performed regarding the Response-to-Intervention affected the reduction of the problems of students at risk of math disorder. Also, the variables related to the intervention characteristics (intervention approach and type of grouping) and the subject characteristics (level of problem and level of study) improved the math performance of students at risk of math disorde.

In this study, the effectiveness of memory and attention-based play therapy in improving Numerical Combination Skill of fourth and fifth grade students with Dyscalculia was examined. Research population was all fourth and fifth grade students with math learning disability who referred to Tehran’ s Learning Disorder centers during the 2016-2017 academic year. In this study, thirty students from two centers were randomly chosen and divided into two groups. Wechsler Intelligence Scale for Children-Fourth Edition-and researcher-made Number Combination Test were used for two groups in both pre-test and post-test. Independent variable “ memory and attention-based play therapy” was presented for twelve 50-minute sessions to the experimental group. The same Number Combination test was used as the post-test for both groups. Data were analyzed using covariance analysis by SPSS 19 software. Findings showed memory and attention-based play therapy could improve Numerical Combination Skill in students who suffer from math learning disability. Therefore, it is suggested that the types of games, their application and their importance in learning, basic training should be presented to teachers of elementary level, so that students can progress not only in mathematics but also in courses like reading and writing.

The purpose of this study was to predict academic vitality based on academic support and motivation for sport participation. The research method was descriptive correlational. The statistical population of the study consisted of all students with learning disabilities in the first high school in Ardabil in the academic year of 2018-2019. The research sample consisted of 105 people (50 girls and 55 boys) with special learning disability who were selected through multistage cluster sampling. Data were collected using the Colorado Learning Inventory, Academic Vitality, Athletic Involvement Inventory and Academic Support Questionnaire. Data were analyzed using Pearson Correlation Coefficient and Regression Analysis. The findings showed that there is a significant positive relationship between motivation for sport participation (and its components) and academic support (and its components) with students' academic vitality. The results of regression analysis also revealed that approximately 49% of the total variance of academic enthusiasm was predictable based on academic support and motivation for sport participation, with the academic support variable having the highest share. Therefore, it can be concluded that sport participation motivation and academic support are variables related to students' academic vitality.

The purpose of this study was to compare the effectiveness of the third level of response to intervention and cognitive rehabilitation on improving math performance of students with dyscalculia. The research method was semiexperimental with pretest-posttest design and a control group. The statistical population included all female elementary students with dyscalculia in Tehran in the academic year 2017-2018. Fifteen people were selected through available sampling as the sample of the study. They were randomly divided into three groups, each including five people. There were two experimental groups, namely third level of response to intervention and cognitive rehabilitation and a control. The experimental groups underwent twenty 45-minute sessions interventions. The control group received no intervention. The Wechsler Intelligence Scale of Children (Wechsler, 2003) and the Key Math Test (Connolly, 1988) were used as the tools of the study. The results of covariance analysis reflects the impact of the third level of response to intervention and cognitive rehabilitation in improving mathematics achievement of children with dyscalculia (P<0. 05). The results of the independent t-test also indicate that there was no significant difference between the means of the two experimental groups. It seems that both the third level of response to intervention and cognitive rehabilitation can improve the mathematical performance of students with Dyscalculia.

The present study aimed to compare the cognitive processing and central cohesion in dyslexic and normal students. This research is a causalcomparative study. The statistical population of this study was all female students with dyslexia (aged 7 to 12) who referred to Kermanshah learning disability centers. Among them, fifty-seven students were selected through available sampling method, and sixty normal students were randomly selected in a multi-stage cluster of primary school girls in Kermanshah. Data were collected from Dyslexia syndrome index, Wechsler intelligence test, Block Design Task and deep process information questionnaire. For data analysis, multivariate and one-variable variances were used. The results of this study showed that ordinary students achieved higher scores in all components of cognitive processing than dyslexic students. Also, the mean of homework scores and time spent in central cohesion homework were lower in dyslexic students. So it can be concluded that defects in cognitive processing and weakness in central cohesion can be considered in the diagnosis and treatment of dyslexia.

The purpose of this study was to investigate the effect of Islamic coping strategies training on happiness and life satisfaction of parents of children with learning disabilities in Ardabil city. The present study is an experimental study. The sample size included 40 persons who were considered as parents of children with learning disabilities in Ardabil city and were randomly divided into one experimental and a control groups. Oxford Happiness Questionnaire and Life Satisfaction Scale (SWLS) were used to collect data as pre-test and post-test. Group training in Islamic coping strategies was performed for the experimental group. The data were analyzed by SPSS software using descriptive and inferential statistics. The results of the data analysis showed that training coping strategies with emphasis on Islamic teachings was effective on happiness and life satisfaction of parents of children with learning disabilities. Based on the findings of the present study, it can be concluded that teaching coping strategies with emphasis on Islamic teachings can be used as an effective way to improve family functioning, and increase life satisfaction and happiness of parents of children with learning disabilities.

The purpose of this study was to investigate the effectiveness of storytelling based on a multi-sensory method on emotional processing in children with dyslexia in primary school children of Tabriz. The research method was semiexperimental with pretest-posttest design and a control group. The statistical population of this study included all elementary students with dyslexia from which thirty people were randomly selected from schools. After conducting an interview to ensure the test results, the participants were randomly divided into one experimental group (N=15) and a control group (N=15). The experimental group participated in nine 20-minute sessions in which storytelling was performed with a combination of Fernald's multisensory approach. To collect data, the emotional processing scale of Bucker et al., (2007) was used. Data analysis was performed using Covariance analysis in SPSS software. According to the findings of Covariance Analysis and testing of the hypotheses of this research, it was determined that implementation of storytelling method based on multi-dimensional has a significant impact on emotional processing and its components (harassment, repression, lack of awareness, lack of control, separation, and avoidance) of children with dyslexia. We can reinforce emotional processing and its components in children through using this method.