جستجوی مقالات مرتبط با کلیدواژه « Story Reading » در نشریات گروه « روانشناسی »

The present study was conducted to determine the effectiveness of group training in moral intelligence through reading stories on children's behavioral problems and social competence. The method of this research was semi-experimental and a pre-test-post-test research design with a control group. The statistical population included all 346 female students of the fourth grade of Kochesfhan City in the academic year of 2022-2023, of which a sample of 48 qualified volunteers was selected by sampling available and They were randomly placed in two groups of 24 people. Both groups completed the Questionnaires of Behavioral Problems (QBP) by Quay and Patterson (1987) and Social Competence (SCQ) by Fellner & et al (1990). The experimental group was subjected to the moral intelligence training protocol (MITP) by Frank and Burba (2014) for 12 sessions (50 minutes each session). The data was analyzed using multivariate covariance analysis method. The results showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and social competence of children in the two groups at the 0.001 level. Therefore, to reduce behavioral problems and increase social competence in children it is effective to use the intervention of teaching moral intelligence in the way of reading stories.

The purpose of this study was to examine the effectiveness of  shared story reading education program on language development and reading readiness of preschool children with language impairment. In this semi-experimental study with pretest-posttest, and control group design, 30 preschool girls in experimental and control groups responded to Reading Readiness Test and Test of Language Development and Test of Phonological Awareness. The experimental group received 30 shared story reading treatment program sessions, with each session lasting 45 minutes three times a week. The results of statistical procedures of univariate and multivariate covariance analysis indicated that shared story reading program was effective in increasing reading readiness and phonological awareness and language skills in preschool children with language impairment. In sum, these findings suggest that shared story reading program by increasing positive expressive, semantic and syntactic skills as well as the development of paralanguage skills and pre-reading could result in readiness of the child to read before entering school.

The present study is conducted with the aim of analyzing the effectiveness of story reading training in increasing the reading motivation of dyslexic students. In terms of methodology, this research project is a pilot study and uses the pretest-posttest control-group design. The statistical population of the study is comprised of all elementary students with dyslexia in Rasht, Iran, in the academic year 2013-2014. 24 of these students were selected via convenience sampling and randomly placed into experimental and control groups. The data collection instruments of this study include the Wechsler Intelligence Scale for Children (WISC) (Wechsler, 1969), the Official Reading and Dyslexia Test (ORDT) (Karami-noori and Moradi, 2009), and the Motivations for Reading Questionnaire (MRQ) (Wigfield and Guthrie, 1997). The experimental group students attended eight sessions of story reading training whereas the control group students did not receive any training. An analysis of covariance between pretest and posttest reading motivation scores showed that, after neutralizing the impact of pretest scores, story reading has a significant impact on the overall posttest scores of reading motivation. Besides, a test on the effects of intergroup contact showed that, after neutralizing the impact of pretest scores, story reading has a significant impact on the posttest scores of reading motivation subscales. According to the results of this study, it can be concluded that story reading strategies training can be used as an effective educational program in solving the problems of dyslexic students.