JOURNAL OF LEARNING DISABILITIES
Year:2019 | Volume:8 | Issue:2 (29) |Papers Count:8

The purpose of this study was to determine the effectiveness of cognitive rehabilitation on working memory and selective attention of dyslexic students. The research had a quasi-experimental design with a clinical trial with pretest-posttest design and a control group. The research population consisted of all dyslexic students who referred to Arak Educational and Rehabilitation Center of Omid in 2017 (n=124). Through available sampling method, thirty students were selected as the sample of the study and random divided into an experimental and a control group. The research tools were Stroop and Paced Auditory Serial Addition Test. The experimental group was trained in 12 sessions of cognitive rehabilitation. The results were analyzed using multivariate covariance test. Results of MANCOVA showed that cognitive rehabilitation was effective on working memory and the attention of dyslexic patients (p
0. 05). Considering the cognitive rehabilitation problems of these children can be effective in expediting their learning.

The aim of the current research is to examine the effectiveness of sensory-motor integration on reading problems in students with learning disabilities. The research population of the current study includes all students referring to Centers of Learning Disorder in Yasouj during the 2014 academic year. The sample of the research consists of 24 students diagnosed to suffer from learning disorder who were divided into two groups, experiment and control, through convenience sampling method. The research had an experimental design with a pretest-posttest design and a control group. Shafii et al. ’ s Screening Test of Dyslexia Diagnosis (2008) was administered to collect data. The research questions were analyzed through repeated measures ANOVA. The results revealed that sensorymotor integration therapy led to improvements in reading problems of students with learning disabilities.

The purpose of this study was to evaluate the effect of cognitive skills training on cognitive impairment of children with learning disabilities. This research is a quasi-experimental one. The statistical population of the study includes all students with baseline third grade elementary school learning disorder in primary schools in Rasht, Iran, in 2007-2012 from which 30 were selected by random sampling. Regarding the sample size, 15 subjects were randomly assigned to the experimental group and 15 to the control group. In the current research, the Wisconsin Revised Scale of Children 4 and Student Wisconsin Test were used. The cognitive skills training program was presented to the experimental group in 14 45-minute sessions, while the control group did not receive any special training. The results of data analysis showed that cognitive skills training was effective on performance and cognitive abilities of children with learning disabilities (p <0. 01). Based on the results of this study, considering the role and importance of cognitive abilities and teaching meta-cognitive strategies in the performance development of students with learning disabilities, it is necessary for these trainings to be taught in different ages and educational courses according to the level of intelligence and mentality of learners.

The purpose of this study was to compare and determine the effectiveness of self-reinforcing strategy to improve the reading performance of children with Dyslexia. The study followed a quasiexperimental design (pretest/posttest with a control group). Thirty subjects randomly selected from 3rd and 4th grade elementary male and female students with Dyslexia in Tabriz were assigned to an experimental and a control groups. Data collection tools were Wechsler intelligence test, view test, and checklists for reading problems. Experimental group participated in 8 sessions during 4 weeks and were exposed to self-reinforcement therapy intervention. The data were analyzed by Covariance Analysis. The results showed a significant effect in the remission of vocal removal disorder (P<0. 001) with effect size of 0. 98 and in the improvement of word chain disorder (P<0. 001) with effect size of 0. 95 in the experimental group compared with the control group.

The purpose of the current study is to investigate the psychometric properties of second edition of Reynolds Intelligence Measures in pre-school students with learning disabilities in Islamshahr city. This research is a methodological and developmental project. The second version of the Reynolds Intelligence Measurement Scale has eight sub-tests (4 main subtest and 4 subsidiary subtests) that presents 5 IQ indicators and 8 levels of scoring. After translating and doing necessary adaption and also performing the piloting phase (n=30), the analysis was done at the level of the question and the questions were sorted out. Then the trial version (n=100) and a final version (n=150) were conducted through purposeful sampling on students with learning disabilities. Psychometric analyzes were performed in the field of validity (internal consistency, split-half, Coefficient of stability) and criterion validity. The findings show that this tool has a psychometric desirability in pre-school students in Islamshahr city with learning disabilities and, given its rapid implementation, it can be used as a powerful and reliable tool for screening, identification and research purposes.

It is important to measure the ability in the written language as well as the diagnosis of disorders in this area from aspects such as research into written language, correct recognition of timely impairments in this field. The purpose of this study was to develop and validate the written language disorder test for the third elementary school. The research was descriptive. The statistical population was third elementary school in Semnan in 2017. The sample was 202 students who were selected though cluster sampling. To execute the research, a test was designed the factors of which were determined according to the training and content of the relevant books in the second elementary school. The type of questions was considered according to the variety of educational assignments. The number of questions was determined by the frequency of each assignment in educational content. In two stages, the pilot phase was implemented. Data were analyzed through SPSS software using exploratory factor analysis. The results showed that the final designed tool saturated with five factors, namely punctuation, vocabulary, spelling, creation and comprehension. The reliability of the Cronbach alpha for punctuation was 0. 783, for vocabulary 0. 742, for spelling 0. 914, for creation 0. 502, for comprehension 0. 589 and for the total tool 0. 903. The reliability of the retest was 0. 942 and its correlation with the semantic spelling scores of the students was 0. 724, and was significant at (P<0. 01) level. This tool significantly differed between two groups of students with written language disorder and healthy students (P<0. 01). According to the obtained results, it can be concluded that the constructed instrument has the proper psychometric properties for application to assess the ability of the written language, to detect the disorder in the written language, to investigate the relation between the written language and the disorder in this field with other variables.

This study was conducted with the aim of investigating the effect of providing specialized training for learning disabilities to teachers on dictation achievement of students with learning disabilities in third grade elementary school. For this purpose, using purposive sampling, 16 third grade elementary school teachers were chosen. Thirty one students with learning disorder (previously identified) were from their classes. They were then assigned to two experimental and control groups (8 teachers in each group). The experimental group participated in nine sessions of the learning disabilities training course. It should be noted that the dictation achievement of students with learning disabilities was measured before and after the teachers’ training course. ANCOVA results showed that the dictation achievement of students with learning disabilities whose teachers were in the experimental group was significantly better than other students.

The purpose of the present study was investigating the effect of teaching number sense on decreasing mathematics difficulties of first grade students in Tehran. The population of this study included all students with and without math problems in the first grade of primary school located in the children's care centers of Tehran province in the academic year of 2008-2009. The sample consisted of 16 male students with mathematics difficulties who were selected from child care centers through targeted selection and randomly assigned to two groups, experimental and control. The experimental group was thought in 2 or 3 groups for 26 sessions for 45 minutes to 1 hour during 8 weeks and for control group, some sessions were conducted in accordance with components thought for experimental group but through traditional methods. Data was gathered using Key Math Test, The Number Sense Brief Test and Ravin Test and the data were analyzed using covariance analysis (ANOVA) and multivariate covariance analysis (MANCOVA). The results showed that teaching number sense decreases mathematics difficulties. Furthermore, the experimental group's grades in the understanding and operation components were significantly higher than the control group. As a result, understanding the number has increased the student's mathematical scores in understanding and operation. Fostering math teachers at pre-service and in-service courses is one of the examples for functional application of this study.