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Information Journal Paper

Title

THE EFFECTIVENESS OF GROSS AND FINE MOTOR TRAINING ON REDUCING SYMPTOMS OF DYSLEXIA

Pages

  25-39

Abstract

 This study is an attempt to investigate the effectiveness of gross and FINE MOTOR training on reducing the symptoms of DYSLEXIA in elementary school dyslexic students. The research method was quasi-experimental with preand post-tests and a control group. A convenient sample of thirty students referred to a learning disability school in Naghadeh city was selected and assigned to two control and experimental groups (15 groups). DYSLEXIA test and Oseresky Motor Development scale were administed as pre-test to both groups. Next, gross and FINE MOTOR training was given to the experimental group for 30 sessions. Immediately after training, the DYSLEXIA test and Oseresky motor development scale were administered as post-tests to both groups. Finally, all data were analysed using parametric tests such as the test for correlated groups. Findings reveal that due to unrealistic expectations and continual self-blame, mothers of these students experience high levels of anxiety and depression. On account of lack of emotional awareness and inability to process feelings cognitively, these mothers are unable to identify, understand and describe their emotions and have limited ability to adapt to stressful situations.

Cites

References

Cite

APA: Copy

BEHMARD, F., ESTAKI, M., ASHAYERI, H., & ASADPOOR, H.. (2013). THE EFFECTIVENESS OF GROSS AND FINE MOTOR TRAINING ON REDUCING SYMPTOMS OF DYSLEXIA. JOURNAL OF LEARNING DISABILITIES, 2(2), 25-39. SID. https://sid.ir/paper/210175/en

Vancouver: Copy

BEHMARD F., ESTAKI M., ASHAYERI H., ASADPOOR H.. THE EFFECTIVENESS OF GROSS AND FINE MOTOR TRAINING ON REDUCING SYMPTOMS OF DYSLEXIA. JOURNAL OF LEARNING DISABILITIES[Internet]. 2013;2(2):25-39. Available from: https://sid.ir/paper/210175/en

IEEE: Copy

F. BEHMARD, M. ESTAKI, H. ASHAYERI, and H. ASADPOOR, “THE EFFECTIVENESS OF GROSS AND FINE MOTOR TRAINING ON REDUCING SYMPTOMS OF DYSLEXIA,” JOURNAL OF LEARNING DISABILITIES, vol. 2, no. 2, pp. 25–39, 2013, [Online]. Available: https://sid.ir/paper/210175/en

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