جستجوی مقالات مرتبط با کلیدواژه "fine motor skills" در نشریات گروه "علوم تربیتی"

This study aimed to evaluate the effectiveness group aerobic exercise interventions' based on the sensory integration theory on the gross and fine motor skills of children with Down syndrome.

The present study was conducted with a semi-experimental research design with pre-test and post-test with a control group. The study sample consisted of 30 children with Down syndrome in the age range of 8 - 10 years, who were selected by purposive sampling method and randomly divided into experimental and control groups. Purdue Pegboard test and Lincoln Avzrvtsky motor development test were used for evaluation and measurement. After the pre-test, the children in the experimental group underwent aerobic exercise-based interventions for 6 weeks and two sessions per week (12 sessions). Thus they were trained in the desired playful activities and practiced with the help of the therapist and parents.

Both groups were measured by post-test, and the results were analyzed by univariate analysis of covariance. (ANCOA) the Results showed significant improvement in both fine (p<0/01، F=12/98) and gross (p<0/01، F=21/71) motor skills as well as the combination of these two skills (p<0/01، F=20/9) in the experimental group.

it can be stated that the application of group aerobic exercises based on sensory integration will have a significant positive effect on improving the fine and gross motor skills of children with Down syndrome.

The aim of this study was to investigate the mediating role of executive functions in the relationship between fine motor skills and reading skills in students with reading disorders.

This research was descriptive-correlation and structural equation modeling. The research population of the study included all students with reading disorders who referred to educational and rehabilitation centers for special learning problems in the academic year of  (2018-2019), in Ilam city which a sample of 120 people was available by sampling method based on Morgan table and randomly selected. The research instruments included the Wechsler Intelligence Scale (2003), the Jiva Executive Function Questionnaire, Izguth and Kenworthy (2002), the Linkoln Osertsky Motor Development Test (1950), and the Korami Nouri and Moradi Reading and Dyslexia Test (2008). Data were analyzed using structural equation modeling and AMOS-21 software.

The results showed that fine motor skills have a significant effect on reading skills of students with reading disorders both directly and through executive functions (P <0.05).

This study confirms the positive and significant relationship between fine motor skills and reading skills and the inverse and significant relationship between fine motor skills and executive functions as well as the inverse and significant relationship between executive functions and reading skills. Therefore, the results of this study should be considered in the centers of special learning problems as well as preschool centers in order to prevent and treat reading disorders by the instructors of the centers in their educational and rehabilitation programs.

The aim of this study was to investigate the mediating role of executive functions in the relationship between fine motor skills and reading skills in students with reading disorders.

This research was descriptive-correlation and structural equation modeling. The research population of the study included all students with reading disorders who referred to educational and rehabilitation centers for special learning problems in the academic year of (2018-2019), in Ilam city which a sample of 120 people was available by sampling method based on Morgan table and randomly selected. The research instruments included the Wechsler Intelligence Scale (2003), the Jiva Executive Function Questionnaire, Izguth and Kenworthy (2002), the Linkoln Osertsky Motor Development Test (1950), and the Korami Nouri and Moradi Reading and Dyslexia Test (2008). Data were analyzed using structural equation modeling and AMOS-21 software.

The results showed that fine motor skills have a significant effect on reading skills of students with reading disorders both directly and through executive functions (P <0.05).

This study confirms the positive and significant relationship between fine motor skills and reading skills and the inverse and significant relationship between fine motor skills and executive functions as well as the inverse and significant relationship between executive functions and reading skills. Therefore, the results of this study should be considered in the centers of special learning problems as well as preschool centers in order to prevent and treat reading disorders by the instructors of the centers in their educational and rehabilitation programs.

This study aim to compare gross and fine motor skills between students with attention deficit hyperactivity disorder (ADHD) and normal students. For this end¸ 28 male students with ADHD (aged 7-10) from a school for exceptional children in district 14 of Tehran were selected. Also 28 age and sex-matched children without ADHD from the same district were selected randomly in order to equalize the social and cultural status of the two groups. Dependent variables were fine and gross motor skills which were assessed with the Lincoln Osertesky Motor Development Scales (LOMSD). Statistical analysis were performed on data by using independent t-test and U ­Man­ Whitney, revealed that children with ADHD had significantly lower scores on fine motor skills, gross motor skills, finger recognition, bilateral coordination of superior and anterior organs and other areas of LOMDS (p