Comparing spoken language development in Dyslexic and Normal First to Third Grade Students

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Nozari Rabari Maryam; AMERI HAYAT; MONSHIZADEH MOJTABA; GOLFAM ARSALAN

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Journal: JOURNAL OF PERSIAN LANGUAGE TEACHING TO NON-PERSIAN SPEAKERS Year:2018 | Volume:7 | Issue:Sup 1 (15) Page(s): 31-52

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Title

Comparing spoken language development in Dyslexic and Normal First to Third Grade Students

Author(s)

Nozari Rabari Maryam | AMERI HAYAT | MONSHIZADEH MOJTABA | GOLFAM ARSALAN | Issue Writer Certificate

Keywords

dyslexiaQ1

spoken languageQ2

semanticsQ2

syntaxQ3

Abstract

The goal of this study was to compare language development in dyslexic and normal children. This study was descriptive and employed causal-comparative ex post facto design. Participants were 60 first to third grade elementary students: 30 with developmental dyslexia and 30 normal students. These students were selected by availability sampling and by using Wechsler Intelligence Scale for ChildrenRevised (WISC-R) and Reading and dyslexia (NAMA). At the end, the development of spoken language was measured via Test of Language Development (TOLD-P: 3). In order to analyze data, Mann-Whitney Test and Kruskal Wallis Test were used. Findings obtained from this research showed that there was a significant difference between mean of scores of dyslexic and normal children in linguistic areas which included: semantic or lexical areas (picture vocabulary, relational vocabulary, and oral vocabulary) and syntactic areas (grammatical comprehension, sentence imitation, and grammatical completion). That is, the mean of scores of normal children was higher than dyslexic group. Therefore, according to obtained findings from this survey, it can be concluded that dyslexic children compared to normal subjects had weaker linguistic abilities in semantics, syntax, and spoken language. Furthermore, there was a significant difference between mean of scores of dyslexic and normal children in spoken language areas in grades 1-3 and third graders had better language performance compared to first and second graders in both groups. Therefore, it is suggested that along with other therapeutic interventions, teaching of linguistic areas be included in the treatment program for children with dyslexia.

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APA: Copy

Nozari Rabari, Maryam, AMERI, HAYAT, MONSHIZADEH, MOJTABA, & GOLFAM, ARSALAN. (2018). Comparing spoken language development in Dyslexic and Normal First to Third Grade Students. JOURNAL OF PERSIAN LANGUAGE TEACHING TO NON-PERSIAN SPEAKERS, 7(Sup 1 (15) ), 31-52. SID. https://sid.ir/paper/381683/en

Vancouver: Copy

Nozari Rabari Maryam, AMERI HAYAT, MONSHIZADEH MOJTABA, GOLFAM ARSALAN. Comparing spoken language development in Dyslexic and Normal First to Third Grade Students. JOURNAL OF PERSIAN LANGUAGE TEACHING TO NON-PERSIAN SPEAKERS[Internet]. 2018;7(Sup 1 (15) ):31-52. Available from: https://sid.ir/paper/381683/en

IEEE: Copy

Maryam Nozari Rabari, HAYAT AMERI, MOJTABA MONSHIZADEH, and ARSALAN GOLFAM, “Comparing spoken language development in Dyslexic and Normal First to Third Grade Students,” JOURNAL OF PERSIAN LANGUAGE TEACHING TO NON-PERSIAN SPEAKERS, vol. 7, no. Sup 1 (15) , pp. 31–52, 2018, [Online]. Available: https://sid.ir/paper/381683/en

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