جستجوی مقالات مرتبط با کلیدواژه « خواندن » در نشریات گروه « روانشناسی »

In today's modern world where people tend to judge others by the way they speak, write, and understand words, verbal intelligence is very valuable. A literature review of 28 studies introduced the temporal cortex as the most dominant primary region for verbal intelligence. Dominant sub-regions in both the temporal and frontal cortex are critical for language processing, speech control, and speech production. Also, the temporal cortex was recognized as an important area for verbal intelligence. Since then, the neuroscience of the skills of this intelligence has been considered an important issue for psychologists and neurologists, and few studies have investigated the neuroscience of this intelligence based on its skills, and the studies have been carried out in a scattered manner. Among the research conducted on this topic, we can mention the examination of speech, writing, and reading skills.

This research was among case studies. The statistical population of the present study was composed of 45 male and female volunteers aged 18 years and older who were referred to the National Brain Mapping Laboratory in Tehran in 2019, and among them, two subjects were selected in a targeted manner using the developmental assessment scale of multiple intelligences. Multiple intelligences developmental assessment scales were selected.

The findings from data processing showed that performing the reading task was associated with the activity of the frontal and prefrontal areas as well as the temporal and fusiform gyri. Findings related to the writing task also showed that doing the task was associated with the activity of the Temporal, and Prefrontal areas, especially the inferior and middle frontal gyri. Also, the findings from data processing related to the speech task showed that the frontal and temporal regions as well as the precentral and postcentral gyrus were associated with the activity. Diagram 3 shows that the activity level of brain regions in a subject with very high intelligence is higher in all regions except for the fusiform gyrus. 

This study, like other studies, was accompanied by limitations, for example, the limitation in the number of subjects due to the high cost of fMRI and the time limit of assignments. Therefore, it is suggest to conduct research in a larger sample for better generalizability.

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.

The aim of this study was to investigate the effect of visual accuracy training on improving the reading performance of students with special learning disabilities with the type of reading (dyslexic) of elementary school in Mashhad in the academic year 1396. The population of this study is all female students with dyslexia in the second and third grades of Mashhad's randomly selected and then by available sampling method 30 students with reading disorders were selected and divided into experimental and control groups. In the pre-test, both groups were assessed by the diagnostic test of Isfahan reading level. The experimental group then received accurate visual training in eight (8) sessions while the control groups received no training. Finally, both groups were measured again with the questionnaire. The results showed that teaching visual accuracy and purity has improved the reading performance of students with special learning disabilities with the type of reading (dyslexia) and the main hypothesis of the research is confirmed at a significance level of 0.05.

Considering the importance of reading in academic skills in school and society, a major part of researches is dedicated to understanding the nature of reading disability.

In this cross-sectional study, 15 children with high-functioning autism were compared with 15 normal peers in exceptional boys' schools in the city. Tehran to be compared. The evaluation test for Farsi reading was used for evaluation. Independent t-test was used to analyze the data.

The results showed that children with high-functioning autism have more pronunciation and omission errors compared to their normal counterparts (P<0.05). Total error and total reading time were also higher in children with autism (P<0.05).

In general, the results of the research showed that considering the reading problems in high-functioning autistic children and the design of reading skills in educational assignments, these issues require attention and therapeutic interventions for these children.

reading is the most important acquired skill and the most basic learning tool for students, and acquiring this skill is one of the main goals of primary education in every country.  This research aims to compare of the effect of cognitive-balance rehabilitation with Orton-Davis integrated method in the form of distance education on the overall performance of reading and word comprehension and text comprehension of dyslexic children.

The research method in this study was semi-experimental and pre-test-post-test design with a control group. The statistical population of this study was all dyslexic male and female primary school students who attended learning disorders centers in Tehran in 2019-20. To measure the dependent variable of the study, the Nema reading and dyslexia test (Karami Nouri and Moradi, 2014) was used. In this research, two educational interventions of the integrated Orton-Davis method, which is one of the multi-sensory methods and includes tasks based on directional games, were designed and formulated by Atchershawi (2019), to improve reading skills and reduce dyslexia, and Bar-on cognitive-balance rehabilitation. Which have been used in the form of an educational package and include assignments focusing on strengthening executive functions and rescue attention (2016).

The results showed that cognitive-balance rehabilitation with the integrated Orton-Davis method in the form of distance education on overall reading performance (P<0.001) and word comprehension (P<0.001) and text comprehension (P<0.001) was effective in dyslexic children.

It can be concluded that both the cognitive-balance rehabilitation training and the integrated Orton-Davis method in the form of distance education have an effect on the overall performance of reading and understanding words and text comprehension of dyslexic children and And it can be used to reduce the problems of dyslexic children.

Research background in students with reading disorders shows that central auditory processing disorder has a major role in improving this disorder as well as improving auditory perception in children. However, less research has been done on the role of computers and computer games in the education and rehabilitation of these children.

The present research was conducted with the goal of examining the efficacy of a computer-assisted rehabilitation program for central auditory processing disorder on auditory perception and dictation of students with reading disorder.

This study was a quasi-experimental study with pre-test, post-test design and follow-up with a control group. The statistical population of the present study included all students in the second grade of elementary school who were referred to special centers for learning disabilities in Tehran in the academic year 2016-2017. To select the sample, using the available sampling method, among the children who met the inclusion criteria, 36 students were selected by the available method and randomly assigned to the experimental and control groups. The research instruments were Fisher’s Auditory Problems Checklist (1976), Dichotic Digit test (2015), Speech in Noise test (2015), Auditory Perception (Hassanzadeh, 2015) and Dictation tests (Ministry of Education, 2018). In order to analyze the obtained data, the Repeated Measures ANOVA was used.

The findings showed that there was a significant difference between the experimental group and the control group in the variables of Auditory Perception and Dictation (p˃ 0.001). The results also demonstrated that not only there existed a significant difference between the two groups, but that the main effect of the time factor was significant for the variables of Auditory Perception and Dictation (p˃ 0.001) and there was a significant difference between the mean scores of Auditory Perception and Dictation variables in the pretest, posttest and follow-up.

Due to the obtained results, it can be concluded that the computer-assisted rehabilitation program for central auditory processing disorder improves auditory perception and spelling problems of students with reading disorders.

The present study examined the relationship between language and literacy activities at home in the pre-school years with the emergence of reading abilities. Home literacy environment before and after going to school is measured with a short or high Questionnaire, administered in personal interviews with the students or their parents. Researches show that there are such differences in different components of the Home Literacy Environment Questionnaire between students with and without RD with diverse gender and SES levels. Furthermore, moderate to strong correlations were found between children’s reading skills and Home literacy activities at home before and after going to school. These correlations are both in students with and without RD. However, there are fewer correlations in students with RD. The correlation coefficient is seen between the Home Literacy environment before going to school, and reading skills were more than the ones of Home Literacy Environment after going to school.

This study was undertaken to investigate the relationship between quality of parental homework involvement and academic functioning in the reading domain (reading score, homework effort, and academic procrastination) among students. The statistical population of the study was comprised of all sixth graders in Ardakan, Yazd Province, in school year 2014-15. The sample consisted of 366 students who were selected by multi-stage cluster sampling method. The instruments included the Quality of Parental Homework Involvement Questionnaire (Dumont et al., 2014), Homework Effort Questionnaire (Trautwein et al., 2006), and the Procrastination Assessment Scale for Students (Solomon & Rothblum, 1984). In addition, students' reading scores were considered as a dimension of academic performance. To analyze the data, multiple regression analysis was utilized. The results indicated that among the dimensions of parental involvement, the control dimension could negatively predict homework effort and reading scores, while the structure dimension could positively predict reading scores and homework effort. It is worth mentioning that none of the parental involvement dimensions could predict academic procrastination. Hence, it can be concluded that parents can improve their children’s academic performance in reading through reducing their controlling behaviors and creating home environments in which children can thrive.

The topic of this study is to compare the absolute threshold of readability among ten commonly used Persian fonts in a rapid serial visual presentation (RSVP) reading techniques task at three reading speed (100, 300 and 500 words per minute). RSVP is a cognitive task design method that is also used in fast reading technologies. This research had two goals: First, determine the optimal Persian font from a visual ergonomic perspective and others investigate the effect of demographic variables (age, gender and education degree) and some cognitive abilities (memory and processing speed) on total numbers of reading errors. In this study, for the first time, the concept of absolute threshold of readability was introduced as an objective indicator in comparing fonts. Twenty subjects participated in this study with ages ranging from 11-79 years and degrees from undergraduate to PhD. The results shown that Iran Sans 5.5 is the optimal font from visual ergonomic perspective. It was also found that age (demographic) and short-term memory (cognitive ability) are correlated with total numbers of reading errors.

Critical thinking refers to an informed and deliberate assessment of information to arrive at the correct judgment. Metacognition is one of the most important predictors of this variable that has been studied in this research. Therefore, the aim of this study was to investigate the role of meta-cognitive reading strategies (general, support, and problem-solving) in predicting Shiraz students-teachers′ critical thinking in the academic year of 2016-2017. 234 students (180 girls and 54 boys) were selected through random cluster sampling and they completed California critical thinking questionnaire (Form B, 1990) and meta-cognitive reading strategies of  Mokhtari & Richard(2002). Then, the data were analyzed using Pearson correlation coefficient and multiple regression. Findings indicated that there is a meaningful relationship between general, support and problem-solving meta-cognitive strategies with critical thinking. Also, multiple regression coefficients showed that global meta-cognitive strategy has no role in predicting critical thinking, but support and  problem solving meta-cognitive strategies can predict critical thinking, and about 17 percent of the variance of critical thinking is explained through support and problem-solving meta-cognitive strategies. As the field of study, the different educational backgrounds of students before entering university and the different cultural context among the students are not included in this research, such factors could be  the reason why  the beta coefficient for the global strategy is not meaningful.  According to the results of this research, support and problem-solving meta-cognitive reading strategies play role in prediction of critical thinking. Therefore, it is necessary to plan for teaching students-teachers the types of support and problem-solving meta-cognitive strategies.

The effectiveness of neuropsychological therapeutic methods on neurodevelopmental disorders, including dyslexia, has been reviewed in many researches. the effectiveness of neuropsychological treatment methods on reducing dyslexia subtypes problems have been less studied. The objective of present research was to study the effectiveness of two-hemisphere training on reading and comprehension of visual and auditory types of dyslexic students. In this study an accessible sample was used. Using semi-experimental method and pretest-posttest design with control group, 40 elementary students in grades two and three from waiting lists of two learning disorders center in Tehran were selected and from this population, according to scores obtained in, verbal comprehension and perceptual reasoning indexes of Wechsler test-fourth edition (Wechsler, 2003), 20 students were identified as visual dyslexic and 20 students as auditory dyslexic. Then 10 students were included randomly in experimental and 10 students in control groups. Experimental groups were exposed to 16 training sessions and control groups didn’t receive any training. Before and after training, (NEMA) dyslexia test (Moradi & Kormmi Nouri, 2008), was performed for all groups. In order to analyze test results, multivariate covariance analysis test was utilized. Results suggest that posttest scores of experimental groups in reading and comprehension increased significantly (0.05 level of significance) two-hemisphere training was effective on reading and comprehension of both types of dyslexia.

The purpose of this research was to developing of an educational Package for training executive functions and examining its effectiveness on academic achievement of third-grade underachiever pupils. The research method was experimental with pre -test and post-test and follow up with the control group. The educational software package included 10 games and also 10 games with pencil-paper content.Educational training for executive functions, attention, working memory, inhibition, organizing and planning was prepared. For any executive function, 2 educational game pencil-paper and 2 software game were considered. In order to investigate the effectof the training package on academic achievement of 34 underachiever pupils from elementary school to pick random sampling method and were randomly divided into two experimental and control groups. The experimental group was trained for 20 sessions. The data were analyzed using variance with repeated measures and analysis of covariance. The results showed that training package of executive functions could be effective in improving academic achievement of the subjects. The improvement in the subject of reading, spelling, and math was the least improvement, seen in reading comprehension. By controlling the age and intelligence, executive function of the impact of the intervention on reading comprehension decreased, so that there was no significant statistical difference between the average reading comprehension test of experimental and control groups. Thus, it can be concluded that training package designed for executive functions could improve student achievement in lessons on reading, spelling and math are effective and lead to decreased academic distance between normal and underachiever students.

problems reading and math ability is one of the most fundamental problems faced by children with learning disabilities. This study aimed to investigate the effects of neuropsychological rehabilitation of attention and memory performance of students with learning disabilities in dyslexia & Dyscalculia was performed.
This study is a quasi-experimental design with three test groups, respectively. The study sample was the city of Tabriz , and samples were selected from the divisions of learning disorders. Sampling was random. The number of treatment sessions 20 sessions and each session lasted 45 minutes. Instruments included neuropsychological rehabilitation program Sound Smart computerized test of attention and memory selected - the attention is scattered. Data analysis was performed using multivariate analysis of covariance.Data analysis showed that mean scores of pre-test and post-test experimental and control groups there was a significant difference (P

This study was conducted to investigate the effectiveness of metacognitive strategies training and working memory training on reading performance accuracy, speed and comprehension of students with dyslexia.The research project was a pretest-posttest experimental design with control group. Statistical population composed of all students with dyslexia at the elementary schools of Kermanshah in 2011-2012. 140 students were selected by cluster sampling method, from third and fourth grade students with dyslexia. Then, the participants were randomly divided into two experimental groups and one control group. The data collection instruments were checklist of reading, Wechsler Intelligence Scale for Children,FalahChai Diagnostic Reading Tests and Reading Test (researcher–made). The participants in experimental groups received metacognitive strategies and working memory traning for eghit session, 60 minutes per session. Covariance analysis indicated thatmetacognitive strategies and working memory training have improved reading performance significantly. The results of post hoc test showed that metacognitive strategies, in reading comprehension and working memory, in accuracy of experimental group had a significant positive advantage, compared to the other experimental group. The finding suggested that metagcognitive strategies for developing reading comprehension and working memory are more effective for students with dyslexia. Metacognitive strategies in reading comprehension and working memory in accuracy are more effective.

The main purpose of this study was to determine the effects of word length and font type of eye movement (fixation, saccade, regression) during reading Persian familiar and unfamiliar passages. 29 female students of Shahid Beheshti University Education & Psychology Faculty participated in this study. Stimuli consisted of four different texts consisting of familiar text-lotus font, familiar-pen font, unfamiliar text-lotus font and unfamiliar-pen font. For data collection, the SMI-RED-120Hz eye tracking device was used. Results showed that word length had a significant effect on eye movement (fixation, saccade) and also passage type (familiar and unfamiliar passages) had significant effects on eye movement (fixation, saccade, regression). Font type had no significant effect on eye movement (fixation, saccade, regression). But passages type had a significant effect on eye movement (fixation, saccade, regression), and interaction between word length variable and font type variable, and passages type had significant effects on eye movement. As a result, word length and font type, and passage type had an impact on eye movement.

The current research was conducted by the aim of studying the moderator role of age, Intelligence, and gender in relation to the Executive functions and reading function of elementary students.The sample included 250 students (124 boys and 126 girls) in elementary level that were selected by Multi-stage cluster sampling method among students of Karaj. Different functions were measured as these: Reading through reading test of Karami-noori and Moradi, intelligence by Raven's Progressive Matrices, working memory by Memory span test, attention by Continuous Performance Test, and planning and inhibition by Behavior Rating Inventory of Executive Functions (brief). Statistical methods of Pearson correlation and regression analysis were used.The correlation results showed that there is a positive and significant relation between executive functions (working memory, inhibition, subjective planning, and attention) and reading. Regression analysis result showed that intelligence and gender have not a moderator role in the relation of executive functions and reading. But, age had a moderator role in the relation of executive functions and reading. The results of this research was consistent with Miyake's theory that believes executive functions are separate but related to each other, and individual differences of the students in these functions should be considered, because they affect their school performance.
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Reading is one of the fundamental skills which help people to gain and understand new information and concepts. Current study aimed to investigate the efficacy of working memory and visual perception improvement training on the improvement of reading performance in students with dyslexia. Present research was a quasi-experimental study with pretest-posttest and control group design. Study sample consisted of 30 second and third grade elementary school boys with dyslexia that were studying at the learning disability centers in Kermanshah in 2012-2013 academic year. The participants were matched according to their characteristics. Then the students were randomly assigned to experimental (n= 15) or control (n= 15) groups. The experimental group received 10 one-hour sessions of working memory and visual perception improvement training. Data were collected using Reading and Dyslexia Test (Karami Noori & Moradi) and were analyzed using univariate and multivariate analysis of covariance. Results showed that working memory and visual perception improvement program had significant impact on the improvement of reading performance and its components including word reading, word string, rhyme test, image naming, word understanding, sound omission, and letters and signs test while the effect of the program was not significant on understanding the text, read nonwords and pseudo-words, and signs test categories. It is suggested that working memory and visual perception improvement program be used as a complementary treatment for individuals with dyslexia.

compare the performance of the novices Persian language skills in Maktab_ ol_ Quran educational institutes and other Quranic and non_Quranic centers.
was causal _comparative. The performance of normal novices was compared to that of novices in Maktab_ ol_ Quran regarding their Persian language learning skills (listening, speaking and reading).According the Morgan and krejcie table(1970),Statistical samples were selected in multi stage clusters. they were about 1200 novices from Maktab ol_ Quran non_Quranic centers s and other institutes. Measurement instrument was told:P3 Persian Test and phological awarnes test. analyzing was done by SPSS software
showed that there is a significant difference between language learning skills in Maktab_ ol_ Quran educational institutes and other centers. These skills included listening, speaking l and reading skills.
In Maktab_ ol_ Quran, reading showed the most average Pre-school training has been influential in promotion of language Skills.

Reading is an important skill for language acquisition. Considering the great importance of reading comprehension across students’ life span, educational researchers have paid their attention to this area. The present study was aimed to investigate the psychometric properties of the elementary reading attitude survey (ERAS) which was designed by McKenna & Kear. Participants were 387 junior high-school students in Shiraz. They were selected based on purposive sampling. Two-hundred and one students studying in a gifted school & one-hundred and eighty six students studying in a public school filled the ERAS. To investigate the construct validity of the questionnaire exploratory factor analysis with Varimax rotation was performed using SPSS (V. 16). Measures of sampling adequacy were satisfying. EFA revealed two factors, academic reading attitude & recreational reading attitude which explain 47.42 percent of variance. In addition, the obtained Chronbach’s alpha was 0.77 and it was revealed that ERAS reliable to be used in Iran. In general, the results revealed that elementary reading attitude survey is a reliable and valid measure to be used for Iranian junior high-school students and it can be use for educational and research purposes.