جستجوی مقالات مرتبط با کلیدواژه "روش فرنالد" در نشریات گروه "علوم انسانی"

The aim of this study was to compare the effectiveness of Fernald's method and neuropsychology on improving the reading performance of dyslexic children. The research method was quasi-experimental. The statistical population was all third grade dyslexic students referred to learning disability centers in Zahedan in 2020-2021. 42 people (29 boys, 13 girls) were selected by convenience sampling method and randomly divided into two experimental groups Fernald method (10 boys, 4 girls), neuropsychological method (10 boys, 4 girls) and a control group (9 boys, 5 girls) were replaced. First, pre-test was taken from all three groups and The experimental groups underwent the intervention of Fernald's teaching method (Fernald & Keller, 1921) and the neuropsychological method (Kolkman, Hoijtink, Kroesbergen, & Leseman, 2013; Gray & et al, 2012) in 15 sessions of 60 minutes, and post-test was taken again from all three groups, and after two months of post-test, follow-up was taken. Reading and dyslexia tests were used to collect data. The results of multivariate analysis of covariance showed that both Fernald and neuropsychological methods had a significant effect on reading performance (P <0.01). The results of independent t-test to compare Fernald's experimental method and neuropsychological method also showed that Fernand's method is more effective in improving reading performance and components (reading words, word comprehension, elimination of sounds) than neuropsychological method and neuropsychological method more than Fernald's method affects components (word chains, rhymes, word chains, letter signs, category signs) (P <0.01). Based on the findings, it can be said that the centers for the treatment of learning disorders and the Exceptional Education Organization can use both methods for the education and treatment of learning disorders, especially dyslexia, and to develop and implement hybrid intervention programs based on both methods to double its effectiveness.

The purpose of this study was to Comparison of the effectiveness training multisensory Fernald and Everton method on improving dyslexia in dyslexic students in elementary school students. A quasi-experimental design was a pre-test-posttest with a control group. The population of all dyslexic students of Tabriz primary school girl in the academic year of 2018-2019 was selected from 45 dyslexic students of elementary school dyslexic center of Tabriz 4th district learning districts and randomly assigned to two groups of 15 The experimental group was Fernald and 15 subjects in the Orton test group and 15 in the control group. So, for the first group, the training was performed by Fernald and the second group was provided by the Orton method and did not receive the educational control group. A dyslexic checklist and a dyslexic test (face) were used to collect data. Data were analyzed using covariance analysis and post hoc tests. The results of this study showed that training of Farnood and Everton method on the improvement of dyslexia in elementary school students and decreasing the rate of dyslexia in students. Also, the results showed that Farnoodchr('39')s training had a greater effect on dyslexia than Everton. Therefore, consideration of Fernald and Evertonchr('39')s treatment method is recommended for dyslexia improvement.

The purpose of this study was to compare the effectiveness of multisensory teaching methods Fernald and Orton-Gillingham on reading performance in the dyslexic students of second and third grade elementary schools. The method of study is quasi-experimental with three groups (two experimental groups and a control group) with pre-test and post-test. Statistical population included dyslexic students who had referred to Ebnesina center of Karaj city. Through the whole number sampling method, 21 people were selected and were randomly divided into in two experimental groups and one control group (Fernald group: 7 people, Orton-Gillingham group: 7 people, control group: 7 people). Then, Shafieiet et al's reading diagnostic test was carried out on all three groups as the pre-test. The two experimental groups were exposed to training for 7 30-minute sessions through Fernald and Orton-Gillingham methods and at the end of interventions reading diagnostic test was conducted on the three groups. The reading errors of these three groups were compared in the pre-test and post-test using the analysis of covariance. The results showed that there was a significant difference between the mean scores of reading test in the experimental and the control groups in the post-test. The results of pairwise comparison of groups showed that there was a significant difference between the mean scores of Fernald and Orton-Gillingham groups in the post-test.

To compare the effectiveness of multi-sensory teaching methods Everton and Fernald on improving dysgraphia dysgraphia second grade elementary school students was conducted. semi-experimental with pre and post-test and population, including students at the beginning of the school year was dysgraphia 93-1392 in the center of the city of Malayer learning disorders were enrolled. Based on this number, 50 were based on simple random sampling, 16 of them were selected and randomly divided into two groups of Everton and Fernald, were replaced. To ensure homogeneity of variance of IQ, Wechsler test (child form) was used. Since the dependent variable in each group had 14 sessions of 45 minutes. Results and The results showed that both methods were effective in improving children's disorder, dysgraphia, but the effectiveness of Everton in comparison with more Fernald, and this difference was statistically significant. The result also showed that both methods on improving dysgraphia impaired students of both sexes, their effectiveness.

The purpose of this study was to examine the effectiveness of "Fernald’s Multi Sensory Method" on reducing the Dysorthographia Problems of Mild Mentally Retarded Students. Therefore on experimental and a pretest-posttest control group design methods were used. The subjects of the study were all Isfahanian Mild Mentally Retarded Students in elementary exceptionality schools. 60 students were selected randomly as the sample of the study. Thy were assigned to the experimental and the control groups. A spelling scale developed by the researcher with established validity and reliability as well as a "Raiven Intelligence Test" have been applied to measure the performance. After gathering and analyzing of the data with covariance and variance statistical analysis, the following results were revealed; the difference between the performance of children in both control group and the experimental group in spelling scale was significant. It shows that Fernald’s Multi Sensory Method have an effect on Reducing the Spelling Problems of Mild Mentally Retarded Students.