فهرست مطالب aref keshtgar

The aim of this study was to comparison of the level of working memory in elementary students with developmental dyslexia of perceptual type, linguistic type and normal type in reading. The research method was descriptive causal-comparative. This study included three statistical populations of elementary male students in the third and fourth grades with dyslexia of perceptual, linguistic and normal type in reading in Mashhad in the academic year of 2019- 2020 that 15 sample people were selected from each statistical population. Samples for the first and second populations were purposefully selected and samples for the third population were selected by cluster random sampling.The research instruments were Raven IQ tests (1956), Poure Etemad Persian reading assessment (2001), Kim Karad visual task (1945) and Wechsler direct and inverse memory(1945). Data were analyzed by multivariate analysis of variance. The results showed that the level of working memory in the three groups was significantly different (P0.001). The level of performance of the two dyslexic groups in the variables of phonological circle, visual-spatial plate and central performer was significantly lower than normal students. Also, the level of performance of linguistic dyslexic students was significantly lower than perceptual dyslexia in the phonological circle variable and no significant difference was observed between perceptual dyslexic students and linguistic dyslexic students in other variables. Therefore, based on the findings by strengthening working memory, dyslexic's reading performance can be increased. Also, since linguistically dyslexic students have defects in the phonological circle, they need to be specifically rehabilitated in this regard.

The aim of this study was to compare the level of response inhibition in elementary students with developmental dyslexia in the areas of perception, linguistics, and normal reading. It was basic research that used the causal-comparative design for data collection. This study included three statistical populations of third and fourth grade male elementary school students with perceptual, linguistic, and normal reading dyslexia in Mashhad during the 2019-2020 academic year, with 15 subjects selected from each statistical population. The samples for the first and second populations were selected purposively and the samples for the third population were selected by cluster sampling. The samples were matched for intelligence. The research instruments were Raven’s Progressive Matrices (RPM), Persian Reading Ability Assessment Test (APRA), Stroop Color and Word Test (SCWT) and Go-No go test (GNG). The data were analyzed using multivariate analysis of variance in SPSS 22. The results showed that the level of response inhibition was significantly different among the three groups. The performance level of the two dyslexic groups was significantly lower than that of the normal group in both cognitive and behavioral inhibition. In contrast, there was no difference between the two groups of dyslexics on any of the research variables. According to the findings, although there is no difference in cognitive inhibition and behavioral inhibition between the two groups of dyslexics, the low level of inhibition in these two groups compared to normal children indicates the need to assess response inhibition in order to develop rehabilitation interventions.