جستجوی مقالات مرتبط با کلیدواژه "آگاهی واجی" در نشریات گروه "روانشناسی"

The purpose of this research was to develop and validate the quick word finding cognitive rehabilitation package and its effectiveness on phonological awareness of children with special learning disorders characterized by reading.

This research was applied in terms of purpose and in terms of data collection method it was of mixed type (qualitative-quantitative). The statistical population of this research included all 7-10 year old elementary school students in Shadgan city with a diagnosis of reading learning disorder, 30 of these students (15 experimental group and 15 control group) were selected by available sampling method. In the pre-test phase, the sample answered the phonological awareness test by Kazemi and Soleimani (2004). In order to test the hypotheses, the mixed variance analysis method was used in SPSS23 statistical software. 

The results of the research showed that the cognitive rehabilitation program for quick word finding is based on the components of homogeneity detection, rhyme detection, phonological combination, identification of words with the same initial phoneme, identification of words with the same final phoneme, phonetic intersection, naming and deletion of the final phoneme, deletion of the middle phoneme and Naming and removing the initial phoneme is effective at different levels. The results showed that the changes were maintained until the follow-up stage.

Based on the results, it can be said that the quick word finding cognitive program can be effective in improving phonemic awareness and ultimately reducing learning disorders. Keywords: rapid word finding cognitive program, auditory sensitivity, auditory memory,

The purpose of the present study was to investigate the effectiveness of working memory educational program on enhancing Phonological working memory and phonemic awareness performance of dyslexic students. This study was Quasi-experimental design with pre-test and post-test. The statistical population was all the primary school students of 2 and 3 greads, with dyslexia who went to learning disorders centers in Tehran, 30 of them using convenience sampling and were assigned by random in experimental and control groups. The assessment tools included Working Memory Test Battery for Children (Gathercole & Pickering, 2001) and Phonological Awareness Test (Soleimani & Dastjerdi-Kazemi,  2010). The experimental group experienced the working memory educational program in 16 sessions, 30 to 35minutes. The obtained data were analyzed statistically by using of analysis of covariance (ANCOVA). Results showed significant differences between experimental and control group in both dependent variables at post-test. The results showed that training of working memory educational program improved Phonological working memory and phonemic awareness performance of dyslexic students.