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

This research was conducted with the aim of investigating the effect of a combined program based on strengthening psychological functions and education with the TIBA approach on the reading of dyslexic students. The design of the present study was a semi-experimental pre-test-post-test with a control group. The statistical population of the study included all dyslexic students in the second grade of primary school in Mehrdasht district of Isfahan province in the academic year of 2021-2022. The research sample included 30 dyslexic students who were selected using a multi-stage and accessible sampling method and were placed in two groups of 15 people, experimental and control. And the consolidated program was conducted on the experimental group during 30 sessions of 60 minutes. To collect data, subtests of (WISC-V), reading and dyslexia test (NEMA) were used. For data analysis univariate and multivariate covariance analysis were used. The results showed that the integrated program based on strengthening psychological functions and education with the TIBA approach has been effective in improving reading in dyslexic students (P>0.01). Also, this program, has been effective in strengthening psychological functions (Active memory and speed of information processing) of students (P>0.01). According to the results of the present study, it can be concluded that the integrated program based on the strengthening of psychological functions and education with the TIBA approach improves the process of recalling and recognizing words from the vocabulary and the ability to analyze words and has an impact on the reading fluency in Students with dyslexia.

The purpose of this study was to investigate the effect of a teaching model based on the depth of knowledge on the level of cognitive complexity of learners in reading and writing.

In this study, was used a quasi-experimental design of pre-test, and post-test with control and experimental groups. The independent variable had two levels. The first level consisted of a group that used the teaching model based on the depth of knowledge and the second level was a group that used the usual teaching method. The sample size of this study included 46 people fifth-grade male students in Famenin Sity that were selected by random cluster sampling; 23 people were in the control group and 23 people were in the experimental group. The measurement tool was a researcher-made test of the cognitive complexity of reading and writing (based on fifth-grade Persian lessons). The reliability coefficient of the test was calculated to be 0.88. In this design, first, a pre-test of the cognitive complexity of reading and writing was performed for both groups. Teaching in the experimental group was done using a model based on the depth of knowledge for 4 months and the students in the control group were taught these courses in the usual method.

After the implementation of the design, a post-test of cognitive complexity of reading and writing was performed in both groups and the results of data analysis using analysis of covariance (ANCOVA) showed that there is a significant difference between the two groups. And this difference showed the positive effect of the knowledge depth model on the development of learners' cognitive complexity in reading and writing.

Curriculum planners, textbook authors, and teachers can use the model of teaching based on the depth of knowledge to increase the level of cognitive complexity of learners.

In recent years, book reading has taken steps backwards against the expansion of the functions of technologies, therefore, efforts should be made to use the opportunities of virtual space to promote the culture of reading books in this situation. Therefore, the main purpose of the research is to examine the opportunities and threats of technologies in promoting the reading culture based on the perspective of the student teachers of Farhangian University of Isfahan. The research method was descriptive-survey, the statistical population included students and teachers of Farhangian University of Isfahan. Using stratified random sampling, 342 of them were selected as a sample. The measurement tool is a researcher-made questionnaire, including 46 questions, based on a 5-point Likert scale, which measures the opportunities and threats in three cognitive, emotional and behavioral areas of reading. The analysis of data, in two levels of descriptive and inferential statistics, showed that the most important cognitive opportunities of technologies: diversification into educational and leisure-oriented activities, in the emotional field: the desire for proper content creation and separation of subjects, and in Behavioral area: diversifying students' free time. The most important threats, in the cognitive field: the weakening of understanding and memorization, in the emotional field: reducing thinking and meditation on issues and following unreliable sources in the media, and in the behavioral field: creating a ground for separation from teachings. It is the original of the books.

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.

Learning is not an out-of-life category, but is expected to be understood in the heart of life. Learning is a big umbrella that overshadows all the events that happen to you. Therefore, this study examines the effect of teaching metacognitive strategies on reducing the mathematical problems of students with learning to read and write disorders.

The present study is an experimental type with a pre-test-post-test design with a control group. The statistical population of the study included 11-8 year old male and female students of Sari city in the academic year of 1996- 97 who were selected by multi-stage cluster random sampling method and were randomly assigned to two control and experimental groups (15 people in each group). . . It was used to determine the effect of metacognitive training on the disorder of reading and writing pre-test and post-test of the researcher, which has been approved by the relevant experts (based on Stein and Hall's test). Spss software was used to analyze the information in the descriptive and inferential statistics section.

The results showed that metacognitive education is effective in reducing the problems of students with learning disabilities in mathematics.

Due to the effectiveness of metacognitive education in improving the performance of subjects, the present study and increasing the motivation and interest of students with math reading and writing disorders and teaching these strategies can be included as part of the school classroom program in normal and exceptional schools.

Due to the fact that dyslexic children have more difficulty in reading and comprehension than children who are average or above-average readers, so the purpose of this study is the Effectiveness of Visual and Auditory Perception Program on Fluency and Reading Perception in Students with Dyslexia disorder. In this applied research, a single-subject research design and a multi-baseline design with different subjects were used. The statistical population studied in this study included all students with reading disorders in the second grade of elementary school who went to Tonekabon Health Learning Disorders Center in the academic year 2009-2010. The sample includes three students with reading disabilities who are selected by available means who were studying in different schools. First, the WISC-IV children’s Wechsler test, reading and dyslexia test (façade), and Researcher-made comprehension test were completed. The sessions were conducted by the researcher, after the end of the fifteenth session, and 1 month later (in order to evaluate the sustainability of the effectiveness of the educational program) The questionnaires were completed again by the children of both groups. The results showed that the training of visual-auditory perception has improved reading skills and comprehension in all subjects. So it seems that an audio-visual perception training program is a good intervention method to improve reading and comprehension. Promoting the health of students who are diagnosed with dyslexia, this intervention is an effective tool by which the reiterated goal can be achieved.

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.

This study was conducted to determine the types of misunderstanding of bilingual students in Persian lessons and the writing and role of mother tongue (Turkmen). The research method was mixed and the tools were data collection, interview and questionnaire. Semi-structured interviews with 10 experts were used to achieve the goals then, a questionnaire was distributed among 145 first grade primary school teachers (public) in Maraveh Tappeh city (Golestan province). In the qualitative section, coding and categorization methods were used to analyze the information. In the qualitative section, coding and categorization methods were used to analyze the information. The analysis showed that the most important forms and types of misunderstanding among Turkmen students were: Perceptual misunderstanding, native misunderstanding, incorrect translation, preconceived notions. Quantitative findings also showed: The mean score of misunderstanding in Persian is 3.51 and in writing is 2.29, which was significant at a level less than 0.05. Also the results of qualitative analysis showed: Teaching in the mother tongue through cognitive and psychological development, motivation and high self-confidence, Facilitating comprehension and mediation and language development play an important role in reducing perceptual and indigenous misunderstandings in the learning of bilingual students.

The purpose of this study was to examine the components of peace in the text of elementary school reading textbooks. The method used in this research was exploratory sequential mixed methods design. In this way, after identifying the components of peace in the qualitative section as criteria for analysis and determining the paragraphs of each lesson as a unit of analysis, the method of William Rumi was used in the quantitative section to analyze the content of the text of the reading textbooks. Also, in the qualitative part, the audit trail method was used to measure credibility. In addition, in the quantitative part, the inter-rater reliability was calculated .83, which was significant at the level of .001. The results in the quantitative part showed that the level of attention of each book to the components of peace is lower than the average (involvement coefficient is less than 1). Accordingly, the books need fundamental revisions regarding attendance to peace and its basic components. In addition, the level of attention of the books to the components is not balanced, and among these, the component of compassion has the highest frequency and justice has the lowest frequency.

Specific learning disability is a defect in general academic skills that is identified in the areas of reading, mathematics and written expression and creates a significant problem in terms of academic achievement, job performance or daily life activities. The aim of the present study was to evaluate the effectiveness of the combination of cognitive rehabilitation and neurofeedback on specific learning disabilities (math, reading and spelling) on primary school children in District 2.

The method of this research was quasi-experimental with pre-test-post-test design with control group. 30 patients in two groups were selected as experimental group (15 patients for cognitive rehabilitation and neurofeedback) and control (15 patients) using the Learning Disorder Diagnosis Test. Interventions will then be provided to the experimental group and the control group will use the usual school training. Pre-test and post-test were taken from both experimental and control groups, and after two months, follow-up test was performed on both experimental groups. Learning Disorder Diagnosis Test (LDES-R2) (McCarney, 2007). Multivariate analysis of covariance (MANCOVA) was used to analyze the data using SPSS22 software.

The results of the study showed that after the intervention, the treatment group improved in the specific learning variables of reading, writing and mathematics (p <0.01). The difference between the experimental and control groups continued in the follow-up phase (01 / 0p <).

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.

Nowadays, the innovation in teaching methods is essential and the use of computers in all fields, especially education of children with intellectual disability may be considered inevitable. The study aimed to determine the effect using of Persian educational software of educational Industry Co on reading and spelling acheivement in first grade elementary school students with intellectual disability in Torbat e haydarieh city. At this quasi-experimental study with a pretest-posttest design and control group, the study population included all students aged 7 to 11 years with intellectual disability that 20 students were selected through simple random sampling and were then randomly allocated into experimental and control groups (each group 10 students). At first, all samples completed the questionairs of reading and spelling acheivement. Then, the experimental group was teached eight 30-minute sessions throgh Persian educational software and control group was teached routinelly. Finally, each of two groups was performed post-tests and the data were analyzed by SPSS-20 and T-test for two independent samples and analysis of covariance test. The results showed that Persian educational software has effected significantly on reading and spelling achievment in students with intellectual disability (p < 0.05).

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 present research is the investigation the effectiveness of Working memory training on attention functions of students with dyslexia learning disabilities. The methodology is experimental, with pre-test and post-test with control group and the statistical community involves, male and female students with learning disabilities in second to fifth elementary grade with dyslexia learning disability at schools in the Central Province between 92 to 93 were enrolled,with 32 students were selected by cluster random sampling.and randomly assigned to experimental and control groups, tools used in this research were Demographic questionnair, working memory training software, software Stroop Test, the Wechsler Intelligence Scale for children four, Reading and Dyslexia Testthe research data were analyzed with, multivariate analysis of covariance (MANCOVA). The results showed, after performing working memory training software in the test group,between experimental and control groups, given the scale of function in the Stroop test, improved significantly. The results showed that working memory training, is used to improve attentional functions of students dyslexia learning disabilities and it can be used as an effective method