هومن رجبی

Dyslexia is a special learning disorder that specified by unexpected difficulties in words distinguishing, Reading fluency, spelling and decoding. Research evidence display that almost 80% of student who are distinguishing as learning disability, First, there are defects in reading skills. The purpose of this study was to investigate the efficacy of reading Instruction based on working memory multi-component architecture in 4 students with specific learning disorder in reading in an AB design. Intervention was presented in 20 sessions and data were analyzed using visual analysis and effect size index by R software. The disintegration analysis of all pairs (NAP), reflected a significant increase in the reading performance of the 4 participant than to the base line item. Findings of this initial and pioneer study seem promising to provide a multicomponent approach to treatment of multi-component deficits in specific learning disorders.

 The system of education, like other systems, has its own principles and characteristics. One of the essential features of this evaluation is the provision of useful feedback, through which one can identify important educational goals and, among other things, examine the important needs for language learning. The aim of this study was to investigate the effect of feedback corrective (written and verbal) teachers in a formative evaluation On the amount of emotional excitement (emotions related to learning and emotions related to the lesson) male students Khorramabad city was the first grade male students in the eight grade. Research

 This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects selected by multistage cluster sampling method and were randomly assigned to experimental groups and control group.The data were collected from Educational Excitement Questionnaire were used. Data were analyzed using univariate  and multivariate analysis of covariance. 

 Covariance analysis showed significant differences between the two groups. Discussion and

 Thus it can be concluded that written and verbal feedback Butler and Wine based model can be effective. If the teachers after the model of formative assessment Butler and Wine to provide feedback to students, they can study the level of emotional excitement to significantly increase.

 Different communities have studied second language from different angles according to their needs. In the current era, life has become miscellaneous and human beings have to learn the language of different societies in order to reach and communicate with different communities. Some of these languages, including English, Hindi, Bengali, Russian and Arabic, are the living languages of the world, and a large number of people speak the languages in the international community, so learning these languages is more essential. Moreover, some studies have shown that as students increase their tolerance to problems and barriers to learning English, their success in learning the language improves. Therefore, the present study emphasizes teaching English language as a living language, and increasing academic resilience in learning this language. Some studies have shown that many students are weak or fail in learning English. This weakness of performance, and failure in learning gradually leads to a sense of disability and failure to address the academic problems they face in learning English, and this could consequently reduce their academic resilience, which correspondingly is a cause for many students to stop learning the language or improve their performance. The aim of this study was to compare the effectiveness of advanced organizers and scaffolding, as two approaches to teaching English, with each other and with the traditional approach in enhancing the students’ academic resilience.  1. Is there any significant difference between the effectiveness of the traditional and scaffolding approaches in enhancing the students’ academic resilience in learning English? 2. Is there any significant difference between the effectiveness of the traditional approach and advanced organizers in enhancing the students’ academic resilience in learning English? 3. Is there any significant difference between the effectiveness of scaffolding and advanced organizers enhancing the students’ academic resilience in learning English? The statistical population of this research consisted of all female secondary school students in Khorramabad city during the academic year of 2015-2016. Participants were selected from this population through the multistage cluster sampling approach. That is, from all the high schools for female students in Khorramabad, three schools were randomly selected and from each school, a class of 20 students was randomly chosen; each of the three classes was then randomly assigned to a teaching approach (i.e. scaffolding, advanced organizers, and traditional). It should be emphasized that the groups in this study had already been already formed and the researchers only assigned each group (class) randomly to the experimental and control groups. All groups responded to Samuels’s (2004) questionnaire for assessing academic resilience, the validity of which has been approved in two studies. Data was analyzed using covariance analysis. Descriptive findings showed that the means of the three groups were very close in the pretest stage, so before the intervention all three groups were almost homogeneous. The descriptive statistics showed that the teaching method of advanced organizers increased student's academic resilience at the post-test stage. The results also showed that there is a difference between the academic resilience scores of the groups that were taught through the Scaffolding approach and advanced organizers. The average of academic resilience scores in the follow up phase also indicated that both educational methods increased the students' academic resilience. Inferential statistics also suggested that at the post-test stage, the advanced organizer and scaffolding techniques increased the students’ academic resilience. However, in the follow-up model, no significant difference was found between the advanced organizer and the scaffolding groups in promoting the students’ academic resilience. Although there was a significant difference in the students’ academic resilience in the scaffolding and advanced organizers groups, no significant difference was observed between the two groups in the follow-up study and the two approaches proved effective in promoting the students’ academic resilience in the short term. The effectiveness of the advanced organizers approach might be because in this approach, the teacher clarifies the goals of the course to the students so that they will pay more attention to the curriculum content, and this is necessary for facilitating meaningful learning. Moreover, the teacher uses the preliminary interpretations that are useful for the lesson. For instance, the teacher may start teaching by asking students questions to remind them of what they did in the previous sessions, or by requiring them to indicate what they want to say and thereby provides them with some background information, which is necessary for delivering the new lesson. Moreover, the teacher may provide context for the students to make better sense of the new lesson by asking the students to recall a personal experience, and relating the new lesson to their previous experience. In fact, one could arguethat what promotes the students’ academic resilience and learning in this approach are the general patterns the teacher provides, the students’ increased awareness of the new content they learns, as well as the strong cognitive relationships students can construct between what they have previously learned and what they are going to learn. All these factors could contribute to the students’ increased interest in the lesson and their higher engagement in the learning process as well as their acquisition of useful learning skills, which help them to cope with the stress and challenges they might face at school, hence their higher academic resilience.

Background and Students failure or fear of failure in academic situations, a set of strategies to employ. Has the ability to be seen as victims of circumstance and not the victims. That's why they are experiencing academic self-handicapping. Many studies have studied the factors affecting self-handicapping and have identified many factors. The aim of this study was to investigate the role of academic optimism, metacognition belief, and cognitive emotion regulation in predicting academic self-handicapping Lorestan University students in the academic year 2013-14.
The community of this research was comprised of all students of Lorestan University. Sample of 350 undergraduate students (200 women and 150 men) who were selected by simple random sampling (sample size was estimated according to Morgan table). Data from the questionnaires cognitive-emotional adjustment Garnfsky and other (2001), academic self-handicapping Miguel (2000), academic optimism Shirer and Carver (1985), metacognitive beliefs Wells and Cater-Haiten (2004) used. This study was descriptive correlational and data were analyzed using simple correlation coefficient and multiple regression simultaneously.
Findings: The findings indicated that there was a negative and significant relationship between self-incapacitation with academic optimism, acceptance, positive attitude, focus on thinking, positive beliefs, cognitive self-awareness, and self-accountability subcultures, reconsideration of the program There is a positive, meaningful relationship between disposition, disaster, cognitive conflict, uncontrollability and the risk of thoughts and the need for control of thoughts. also, the results of multiple regression analysis indicated that academic optimism, positive meta-cognitive beliefs and consistent strategies for cognitive emotion regulation negatively and negative meta-cognitive beliefs and incompatible strategies of cognitive emotion regulation positively predict self-adaptive learning. The findings also showed that predictive variables generally account for 50.1% of the variance of academic self-incapacitation.
Discussion and The results suggest the importance of academic optimism, metacognition, cognitive emotion regulation in predicting academic self-handicapping. So if using training methods optimism to the academic, cognitive emotion regulation and increased use of positive beliefs can be self-handicapping level education to significantly bring down

The aim of this study was to determine the effectiveness of therapy quality of life to change psychological resilience and Self-determination school students of Khorramabad girl was depressed. This quasi- experimental study in which the pretest- posttest control group was used. The sample consisted of 40 subjects that depression among female high school students of Khorramabad were selected and randomly assigned to experimental groups (health, quality of life and control were handled. Intervention in the experimental group for 8 sessions of 2 hours of quality of life were treatment. The data were collected from questionnaires Self-determination and psychological resilience in the pre-test and post-test for both test and control groups were used. Data were analyzed using multivariate analysis of covariance (MANCOVA) was performed. Covariance analysis showed significant differences between the two groups. Results showed that quality of life therapy is effective in increasing Self-determination and psychological resiliency of the school.

The aim of this study was to determine the effectiveness of therapy quality of life to change psychological resilience and Self-determination school students of Khorramabad girl was depressed. This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects that depression among female high school students of Khorramabad were selected and randomly assigned to experimental groups (health, quality of life and control were handled. Intervention in the experimental group for 8 sessions of 2 hours of quality of life were treatment. The data were collected from questionnaires Self-determination and psychological resilience in the pre-test and post-test for both test and control groups were used. Data were analyzed using multivariate analysis of covariance (MANCOVA) was performed. Covariance analysis showed significant differences between the two groups. Results showed that quality of life therapy is effective in increasing Self-determination and psychological resiliency of the school.

This study investigated the relationship between epistemological beliefs, motivation, approaches to learning and academic progress of science was done. For this purpose, 444 students of secondary school Karaj city were selected through cluster sampling method. And epistemological beliefs questionnaire Connelly (2004), learning approaches Cavallo (1994) and achievement motivation Cavallo (1996) responded. The average score of the first quarter of the academic year 94/95 was received from teachers. The path analysis was used to analyze the data. Epistemological beliefs than belief in the certainty of knowledge have a direct effect on students' learning approaches. These beliefs have an indirect effect on students' approaches to learning and direct effect on achievement motivation was. Approaches to learning and motivation, as well as mediating the effects of epistemological beliefs on academic progress of students in science. Providing areas of scientific debate in the classroom, creating opportunities for student involvement in science laboratories and practical work plays an important role in improving students' epistemological beliefs.

The purpose of this research is determination ofthe effectiveness  of child-centeredplay therapy on internalizing problems in children. For this purpose, 30 students whohad behavioral problems were identified by interviewing with Parent and wereevaluated by using the Child Behavior Checklist (CBCL). Among them, 10 studentsgain score above of cutoff point. Finally, 5 students accidentally were been inexperimental group and 5 students in control group. The experimental groupreceived 16 sessions of child-centered play therapy and the control groupreceived no intervention.  The results ofcovariance analysis showed that child-centered play therapy reducesinternalizing problems in children