جستجوی مقالات مرتبط با کلیدواژه « نارسا نویسی » در نشریات گروه « علوم تربیتی »

The purpose of this study was to compare of effectiveness of Sina and phonemics composition method in dysgraphia correction in children with learning disabilities in primary and secondary grade.

The design of the study was experimental with Pre-test and post-test with control group. The statistical population included all students with learning disorder in in primary and secondary grade in Tabriz city that 45 of them were selected by cluster sampling and randomly placed in three groups (15 in the intervention group by Sina method, 15 in the intervention group by phonemics combination and 15 in the control group without intervention). Saif Naraqi and Naderi’s Dictation Test and Raven's Intelligence Test were performed on children. The experimental groups were intervened in 15 sessions of 45 minutes in 3 months while the control group received no intervention.

The results showed that there was a significant difference between the experimental and control groups in the post-test scores (Sig = 0.001). Also, the results of the LSD post hoc test showed that there was a significant difference between the post-test scores in the phonemics composition group and the post-test scores in the Sina group (Sig:0/01).

With regarding to results, it can be concluded that both of Sina teaching and phonemics combination methods are effective in improving the performance of dysgraphia children, however, the method of phonemic combination is more effective in helping to solve these children's problems.

 The purpose of this study is to design and validate  supplementary curriculum model for first-grade elementary students with emphasis on remediation and restoration of dysgraphia from  the perspective of learning disabilities specialists, curriculum planners and primary school teachers . This research is applied research and was conducted by survey research method. Research statistical society consist of three groups of curriculum planners (n=40) ٫learning disabilities specialists(n=100) and primary school teachers (n=5607) in 2016 -2017. 36 curriculum planners٫80 learning disabilities specialists (by Morgan table and available sampling) and 381 primary school teachers (by morgan table and cluster randomsampling) serves as samples. This research data were collected by researcher made questionaire with)  /0= 96(coefficient . The   extent of the disaster was equal to 0/05 is considered. To analyze the research data statistical method has
been used  . The findings of this study showed that the complementary curriculum model for students with learning disabilities in the first elementary school with an emphasis on improving & correcting insufficient writing was satisfactory from the point of view of curriculum specialists, learning disability specialists and primary school teachers and there was no significant difference between the three views. According to the finding, appropriate goals, content, teaching activities - learning and evaluation components in this model, it is suggested that curriculum planners & practitioners try to use this model in order to improving & correcting insufficient writing in elementary school current & future programs.

This study was conducted to investigate the effect of teaching cognitive strategies on academic achievement in students with dysgraphia. 60 students were randomly selected among 480 students with dysgraphia, and assigned randomly into two groups. The cognitive strategies were administered to the experimental group through Englert model in 25 sessions and in five different stages. The results manifested significant differences in performance between the two groups. The experimental group had a better academic performance than the control group. However, no significant difference was observed between male and female students in academic achievement after teaching cognitive strategies. This study approves that Englert model for teaching cognitive strategies can improve academic achievement in students with dysgraphia.