JOURNAL OF LEARNING DISABILITIES
Year:2018 | Volume:7 | Issue:2 |Papers Count:6

The aim of this study was to compare the levels of self-criticism, perceived stress, and positive and negative effects in mothers of student with and without learning disorders. The study method was casualcomparative.The study population consisted of all mothers of student with and without learning disorders in the academic year 1395-96. The sample of study was chosen using the convenient sampling method. To collect the data, self-criticism, perceived stress, positive and negative affect scales were used. The data was analyzed using multivariate analysis of variance (MANOVA).The results showed that the levels of self-criticism (internal criticism, self-criticism comparison), negatively perceived stress and negative effect on the mothers of students with learning disorders were higher than mothers of students without learning disorder and also perceived stress (positive) and efect (positive) among mothers of students without learning disorder were higher than mothers of students with learning disorder.

The purpose of the current research was to investigate the effectiveness of mental rotation training on reading performance of dyslexic students. The research method was a quasi-experimental and a type of pretest- posttest with a control group. Statistical population of this research included all male and female students with dyslexia in second grade in Tabriz in the academic year of 2015-16. The sample of the research consisted of 30 dyslexic students who were selected through available sampling and were randomly assigned to experimental and control groups. To collect data, Wechsler intelligence scale for children revised release and reading improvement and dyslexia test were used. Multivariate Covariance (MANCOVA) was used to analyze the data. The findings showed that the scores of the experimental group dyslectic students in reading performance posttest were higher than the control group (P<0/001). The results were discussed and the mental rotation training was recommended to be paid further attention.

The purpose of this study was to investigate the effect of using music in improving the reading and writing skills of students with learning disabilities. The research methodology was a quasi-experimental approach with the pre-test-post-test method with the control group. To this end, 30 people were selected by simple random sampling method. The research tool included Fallah Chi Writing Disorder Test and Stanford Binet Reading Disability Test. The music use program (song and instrumental music) was provided to the students in 11 sessions (45 minutes) for five consecutive weeks. The control group received no intervention. The data obtained were analyzed using the covariance test. The findings suggested that the use of music use has a positive and significant impact on improving the readingperformance of students with learning disabilities. Also, the music use indicated a positive and significant effect on improving the writing performance of students with learning disabilities. As a result, music usage is effective in improving the reading and writing skills of students with learning disabilities.

Students with dysgraphia are those who write very badly, despite their natural intelligence. Some scientists believe that students' dysgraphia is mostly caused by their lack of motor coordination. Coordination is the access plan of body and its organs in relation to environmental events and objects, and one of the most important problems of dysgraphia is the lack of coordination between eyes and hands. The present study investigated the effect of a period of selected physical activity on eye-hand coordination of students with dysgraphia. This study was carried out on 20 males, 12-13 year-old students in Minab city, Hormozgan province. The students were selected through available sampling and they were randomly divided into two groups. The treatment group performed the exercises with balls and rackets. Lincoln-Oseretsky (Osertsky-1950) test was used in the pretest and posttest. The data analyzed using independent t-test, Mann-Whitney test, paired t-test and Wilcoxon test. The results indicated that the selected program of physical activity improved the eye-hand coordination (P£0.05) and the treatment group had better coordination in comparison to control group (P£0.05). Therefore, it recommended that simple kicks of balls and rackets used in all schools, especially those who have students with dysgraphia.

This study investigated the effectiveness of verbal self-instruction training on executive functions and visual-motor coordination is the dyslexic students. This research is quasi-experimental and has used twogroup pretest-posttest design. The population of the study included all children with dyslexia who referred to centers in Mashhad city in 2015. The sample consisted of 40 children with dyslexia that were selected and randomly assigned to two experimental and control groups (each group n= 20). Tower of Londo, Stroop, continuous operation test and Bender-Gestalt visual-motor coordination were used to collect data and the data were analyzed using MANOVA. The results showed that verbal self-instruction training on all the executive functions (exception of consistent errors in Stroop test) and visual-motor coordination is effective on dyslexic individuals (P˂0.001). According to the findings it was concluded that verbal self-instruction training is an effective treatment to improve symptoms of dyslexic children.

Executive function deficits of children with specific learning disorder can new hatch way for treatment and etiology in these children. Destruction of executive function is one of several potential cognitive phenotypes in a specific learning disorder. Thus, the present paper aims to comparison of executive functions in students with specific learning disorder and typically students. In this crosssectional study, 29 students with specific learning disabilities (reading deficits) and 30 normal students were selected using convenience sampling method based onpsychiatric criteria with psychologist and psychiatrist's diagnosis. Then Tower of London, Stroop color word and Wisconsin card sorting tests were completed by student with specific learning disorder. The data was analyzed by spss20 software and descriptive statistics and multivariate analysis of variance was used. There is a significant difference between children with specific learning disorder and typically children in cognitive flexibility (F=0.051), planning (F=0.051) and selective attention (F=0.051) of executive functions. The results of this study indicate that there is a deficiency in the executive functions of children with specific learning disabilities (reading deficits). Therefore, it is recommended that new therapeutic interventions designed to restore the executive functions in children with specific learning disorder (reading deficits).