JOURNAL OF LEARNING DISABILITIES
Year:2015 | Volume:4 | Issue:4|Papers Count:7

The purpose of present study was to investigate the effect of practicing based on the reconstruction of the central nervous system disorders on linguistic dyslexia. To this end, 41 primary school students with dyslexia who referred to learning disability centers of Tabriz city were selected after primary interview and diagnosis of dyslexia, and checking inclusion criteria. Then they were screened and the types of dyslexia were specified by Pour Etemad Reading Test and according to results of the test they were divided into perceptual and linguistic dyslexia. Five children were randomly selected and entered the therapy. The study instruments were Pour Etemad Reading Test, Dyslexia Checklist and revised Wechsler IQ Scale five Children (WISC-III). The single-subject design was used and all subjects were assessed in baseline, therapy and follow-up phases. Results showed the therapy had reduced reading speed of linguistic dyslexics according to effect size, clinical significance and visual analysis indexes; Also reading accuracy of linguistic dyslexics was improved. Another finding showed that understanding of linguistic dyslexics was improved after therapy. Regarding the effectiveness of central system reconstruction on reading components of perceptual dyslexics, the results showed that reading speed and accuracy had been relatively improved. Finally, understanding of perceptual dyslexics was improved after therapy.

The purpose of this study is to compare emotional regulation, mindfulness and psychological well-being in mothers of students with and without learning disabilities. This research is a causal-comparative and cross-sectional study. The target population of the study includes all mothers of students with and without learning disabilities (7 to 12 years of age) in Ilam in 2013. The research population consisted of 30 mothers of students with learning disabilities selected using simple random sampling method and 30 mothers of normal students selected using cloning techniques (based on maternal age and number of children). The scale of cognitive emotion regulation, mindfulness and psychological well-being were used to collect the data. Results indicated that the two groups of mothers differed significantly regarding emotion regulation, mindfulness and psychological well-being (P<0.001). The findings of this research show that that rearing controls capabilities and adjusting the excitations and using mindfulness techniques as one of the factors that can enhance psychological well-being and helping them in adapting with changes and tension factors.

The purpose of the present research is to investigate the effectiveness of attention training based on Fletcher’s program on the reading performance of students with dyslexia. The study is an experimental one. Thirty students were selected through multi-stage clustering random sampling and were randomly divided into an experiment group and a control group (15 in the experiment group and 15 in the control group).To gather data, from the clinical interview, the list of symptoms of dyslexia, the third-grade reading test and the Raven progressive intelligence test were used. The attention training was presented in 12 sessions. The result of the analysis of covariance revealed that training attention significantly increases reading performance of student with dyslexia. The results indicated that, beside other intervention types, training attention can be used to improve reading problem in students with dyslexia.

The purpose of the current study was to find out the effect of Reciprocal Teaching on reading and comprehension improvement in fifth grades of elementary female students with Reading Disorders in Tabriz. To this end, 30 students were selected and randomly divided into experimental and control groups. The intervention program consisting of Reciprocal teaching was implemented during eight 45-minute sessions. The instruments used for data collection were Raven's Colored Progressive Matrices Test, Reading and Dyslexia Test, PIRLS reading literacy Achievement tests, Students Educational and Health documents. Results of data Analysis showed that there is a significant difference between experimental and control groups after removing the effect of pretests as covariates. Therefore, it was concluded that application of Reciprocal teaching can improve the reading comprehension of students with reading disorders.

The present study investigates the effectiveness of Linguistic Play Software Package on reading accuracy and comprehension of students with reading disorder. The design of the study was experimental with a control and experimental group. The population included all male students with reading disorders in Learning Disorders Clinics in Mashhad, Iran (2012-2013). Sampling method was for both experimental and control groups. Twenty students were selected from Learning Disability Clinics in Mashhad Special Education Districts 6 and 3. Each student in the experimental group received training with Linguistic Play Software Package and students in the control group received training with an ordinary method. The Diagnostic Reading Test (Shirazi) was used for reading accuracy and comprehension. To analyze the data, covariance statistical test was used. The results showed that there was a significant difference between reading accuracy (p<0.05), and comprehension (p<0.01) in the post-test of the experimental group and those of pre-test. According to the results of the study, training with Linguistic Play Software Package has more positive effect in increasing reading accuracy, and comprehension than ordinary methods.

The aim of this research was to compare the anxiety sensitivity and cognitive function in students with and without dysgraphia. The design of the research was the causal-comparative. The study population included all normal and Dysgraphia elementary students in Rezvanshahr city, Gilan from which 90 subjects were selected through randomized cluster sampling and were divided into two groups. For data collection, the anxiety sensitivity and cognitive function questionnaires were used. And finally, the information obtained was analyzed by SPSS-19 software and through multivariate analysis of variance (MANOVA). The results showed that there is significant difference between anxiety sensitivity and cognitive function in the two groups (p<0.05) in a way that the anxiety sensitivity in students with dysgraphia was more than normal students. Also cognitive performance of the students with dysgraphia was less than normal students. Thus, training plans and consultancy services are of vital importance to decrease Psychological problems of the students with dysgraphia.

The aim of this study was to determine the effectiveness of cognitive strategies training on verbal memory, visual memory, reading performance and Speed of information processing in students with dyslexia. The methodology of research was experimental, with pretest-posttest and control group. The population involved third elementary students with dyslexia, among them, 30 students were selected by the method of multi-stage clustering random sampling and were randomly divided into groups of experiment and control (15 persons in experiment group and 15 persons in control group). The experimental group received the training program in 12 sessions. To gather data, fourth edition Wechsler intelligence test, Kim Karad visual memory, diagnostic reading test and reading test were used. The results showed that cognitive strategies training was effective on verbal memory, reading performance, speed of information processing and visual memory in students with dyslexia. Also, the results showed that cognitive strategy instruction on reading performance and visual memory has had the greatest influence (P<0.001). On this basis, it can be concluded that cognitive strategies training can be effective as therapeutic approach, on verbal memory, reading performance, Speed of information processing and visual memory in students with dyslexia.