Purpose: The present research was conducted to explain creativity, based on self-management and creative self-efficacy by mediating of educational engagement in elementary school students with learning Difficult. Method: The research method was a descriptive-correlation method with a path analysis design in the form of structural equations. The statistics society was included of students in 4th to 6th grads with learning problems that were engaged to educate in primary schools of Arak city in the academic year of 1400-1401, which were selected 200 boys’ and girls’ students (100 each gender) with learning problems as the research sample by using the purposeful sampling method. Data gathering tools were include Colorado Questionnaire, Shaffer's creativity questionnaire, Karwowski creative self-efficacy, Houghton and Neck's self-management, and Wilborn's educational engagement, which were completed by teachers and parents of students with learning Difficult. The collected data were analyzed by using Pearson's correlation coefficients and path way analysis in SPSS and AMOS software. From structural equations modeling method was used to investigate the research model fitness.  Results: The findings showed that the research model have an agreeable fitness. Also acquired coefficients between variables parameters showed that meaningful direct effect of self-management dimensions and creative self-efficacy on educational engagement and creativity. In this means, by increasing the self -management and creative self-efficacy, there is a positive change in the degree of educational engagement and creativity in students with learning problems. So, the relationships between the variables of the model drawn in this research were confirmed.

Objective: The aim of this study was to determine the effectiveness of an intervention program based on multiple learning systems on improving the reading performance and interest in reading of dyslexic students. Method: The study employed quasi-experimental method with a pretest-posttest design and a control group. The statistical population included second grade dyslexic students in Maragheh City. Iran. Overall, 30 dyslexic students were selected randomly and were divided into two groups of experimental (n = 15) and control (n = 15). The intervention program was performed on the experimental group for 14 sessions of 45 minutes. At the beginning and at end of the intervention program, indicators of reading performance improvement, including reading speed, accuracy and comprehension were measured. Also the students' interest in reading was measured. Data were analyzed using the analysis of covariance (ANOVA) test. Results: There were significant differences between the two groups in reading speed (F = 1337. 6 = P = 0. 00), reading accuracy (F = 491. 6 = P = 0. 00) reading comprehension (F = 56. 5 = P = 0. 00), and reading interest (P= 0. 00 / F = 16284). Conclusion: An intervention program based on multiple learning systems can be effective in improving the reading performance of students with reading disabilities. Therefore, it is recommended that the facilitators and educators of the special learning disability centers use this program to improve the learning quality of students' with dyslexia.

The purpose of the present study was to investigate the effect of generative learning teaching based to pattern cognitive Load on the memorization math of 7th grade students of in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test with four groups: two control group and two experimental groups. The statistical population of the study consisted of all 7th grade male and female students of District 2 of Mashhad city that 112 person sample was selected by single stage cluster sampling method. The subjects in the experimental group involved in generative learning based to cognitive Load in 16 sessions and the control group did not receive any interventions. The research instrument consisted of a 20-questions researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative learning teaching based to approach cognitive Load have a positive and significant effect on 7th grade students' memorization math. Based on the findings, it can be concluded that one of the effective training on math memorization students is the use of generative learning on the based load cognitive pattern.

Introduction Specific learning disability (SLD) is disability or disorder that as the Individuals with Disabilities Education Act (IDEA) defines it, affects a specific academic skill or domain. According to IDEA, SLD is defined as follows: The term “ specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, and this disorder may manifest itself in the imperfect ability to listen, think, speak, read, spell, or do mathematical calculations. Such a term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such a term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage (Jacobs, Flanagan & Alfonso, 2016). One of the main problems of students with SLD is dyslexia. “ Developmental dyslexia” is the most widely used term for children who experience severe difficulties in learning to decode print. Children with dyslexia find it hard to recognize printed words, have great difficulties “ sounding out” unfamiliar words, and often also read slowly. In European languages, which have more regular writing systems than English, the main symptoms of dyslexia are poor reading fluency and spelling, but the predictors of reading (and dyslexia) are the same, namely letter knowledge, phoneme awareness and rapid naming (RAN) skills (Hulme & Snowing, 2016). Theretofore, several interventions have been used to improve dyslexia in students with SLD, one of which is morphological awareness instruction. Researchers have documented that a conscious awareness of the morphology is related to reading skills (Cunningham & Carroll, 2015). Words are composed of morphemes, the smallest units of language that convey meaning. Morphemes can be free (i. e., base 1 words; book, clap, good, hook) or bound (i. e., prefixes and suffixes, collectively known as affixes; books, clapped, goodness, unhook). Words that consist of a free morpheme only are monomorphemic, and words that contain both free and bound morphemes are multimorphemic. Multimorphemic words can be inflected or derived. Inflected morphemes change the tense or number of a free morpheme (e. g., clapped, books), whereas derived morphemes change the part of speech and/or meaning of the base word (e. g., goodness, unhook). Prefixes always modify the meaning of a base word, whereas suffixes may or may not affect base words’ meanings (Apel & Werfel, 2014). Morphological awareness refers to an individual’ s ability to consciously consider the structure of words in terms of the smallest meaningful units and to analyze and manipulate these units (Larsen & Nippold, 2007; Apel & Werfel, 2014). Morphological awareness can be operationalized as an individual’ s performance on tasks that require conscious analysis of the morphological structure of words (Berninger, Abbott, Nagy & Carlisle, 2010; Apel & Werfel, 2014). Purpose The purpose of this study was to investigate the efficiency of play therapy based on morphological awareness on dyslexia in students with SLD. Materials & Methods This study was a pre-test/ post-test control group design. The statistical population of this study included all female students with SLD that studied at second grade in schools of Dorche city in 2016. The sample included 30 students selected by Simple Random Sampling from this population and then assigned into two groups of 15 people (experimental group and control group). The experimental group received the play therapy based of morphological awareness in 10 sessions and 3 times a week. At this time, the control group did not receive any intervention. The study data was collected by the NAMA reading and dyslexia test (korminori & Moradi, 2005) and teacher-made test of reading. MANCOVA analysis was used to analysis the data. Results The results showed the efficiency of play therapy based on morphological awareness on dyslexia in components of chain words (F=9. 270 and P=0. 006), reading time (F=5. 596 and P=0. 027) and correct reading (F=5. 264 and P=0. 030) is significant at α =0. 05 level. But, it is not effective on reading words (F=1. 696 and P=0. 206) and reading nonwords (F=0. 660 and P=0. 425) for these students. Conclusions According to the results of this study, since morphological awareness is related to perceiving words and also, it is effective in defining words. These results are in accordance with the results of various studies, as such as (Apel & Werfel, 2014; Good, et al., 2014; Wouters & Ghesquiè re, 2015; Cunningham & Carroll, 2015; Vaknin-Nusbaum, et al., 2016; Lyster, et al., 2016). Therefore, it is suggested to use play therapy based on morphological awareness for diminishing dyslexia in students with specific learning disability.

The aim of the study was to examine the effectiveness of learning disability centers in improving learning disorder symptoms, and to identify their strenghts and weaknesses. From among all students referring to centers for specific learning difficulties in Ardabil province during the 2011 academic year, a sample of 248 students diagnosed with learning disorder was selected using a method of stratified sampling, and all the relevant case experts (25 individuals), teachers (100 individuals), and parents (124 individuals) responded to the survey. within an experimental method using a preand post-test experimental and control and group design, tests of reading, spelling, and math, as well as a semi-structured interview and a researcher constructed questionnaire, were administered to collect data. Findings showed that these centers possess more strenghts than weaknesses. Results of a two-way ANCOVA indicated that the two groups of LD students (those receiving and those not receiving instruction at the center) differed significantly in reading ability, math ability, writing ability, and grade point average. No significant sex and interaction differences emerged. This study indicates that special education classes at centers for specific learning disabilities will improve LD symptoms in students.

Aim: Decision-making is part of the cognitive control that plays a key role in the evaluation of desires. The present study was performed to investigate the effects of tDCS on the left hemisphere DLPFC brain region in high-risk decision making and risk-taking. Method: The study was a single-blind experimental study performed on 30 healthy adults. In this study, subjects were randomly divided into two experimental and sham groups. In the experimental group, anodal stimulation over the right hemisphere OFC and cathodal stimulation over the left DLPFC was performed at 2 mA. The tasks used were computer versions of Balloon Analogue Risk Task(BART) and Iowa Gambling Task(IGT) for evaluating high-risk decision making and risk-taking. Data were analyzed using a oneway ANCOVA test. Results: Results showed a significant difference between the experimental and control groups in the Bart test(P <0. 05) and the impact of the intervention in reducing risky decision making, and also no significant difference between the two groups in the Iowa test(P <0. 05). Conclusion: Based on the results, it can be said that tDCS anodic stimulation can be effective in reducing risky decision making.