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

Academic acceleration is a kind of educational approach or intervention based on which smart and gifted students can complete courses and educational programs in a shorter period of time and at a faster speed at a younger age than usual. A quick look at the statistics of gifted students shows that the number of these students is increasing and every year the number of applicants for academic acceleration is increasing. Since the performance and academic success of gifted students in the years after the jump is very important, the academic performance of these students was compared and investigated with two groups of their peers in this study. The participants in this research included 207 students, 73 of whom were gifted and the rest were not. In addition to the intelligence factor, items such as parents' education level, occupation and socio-economic status as well as the living area were also taken into account for comparison. For each gifted student, a peer of the same age (third grade) and a peer of the same grade (fourth grade) were selected. Academic performance of these students was measured in reading comprehension, in Math in two axes of application and reasoning, as well as in Science in three axes of knowledge, application and reasoning. The statistical analysis of the research findings showed that there is no significant difference between gifted students and their peers

Employing the principle of emphasis in educational messages helps a lot toovercome reading disorders. the aim of This study was comparing visual emphasis methods in computerassisted insruction on reading performance and phonological awareness of dyslexic children.

The method of research was quasi-experimental with a pre-post-test design witha control group. The statistical population includes all 7 to 11-years-old dyslexic students of Malayer, whoreceived services in learning disorders centers. 60 students were selected by random sampling and placedin four groups (3 experimental and 1 control group). The measurement tools were reading and phonologicalawareness tests. The intervention was a researcher-made presentation in the PowerPoint, that presentedwords in three forms: letter by letter and consecutive, with internal emphasis, and with external emphasis.After conducting the pre-test in all groups, the samples in 3 experimental groups received interventionsfor 5 weeks and in total 10 sessions along with other common trainings in centers. Then, post-test wasperformed for all groups and the means were analyzed using the multivariate covariance test.

The results revealed that there was no significant difference between the sequential presentationmethod, internal emphasis, and external emphasis on the reading accuracy of dyslexic children, while therewas a significant difference on their reading speed and comprehension, as well as phonological awareness.

It is recommended to use this method of presentation along with trainings of learning disabilitycenters and to check the effectiveness of this method in presenting sentences.

The present study was conducted with the aim of pathology of virtual teaching of reading and writing skills in the first grade of elementary school in Pakdasht city. The research was applied in terms of purpose, and based on this, a qualitative research design was used. The participants of the research included 15 first grade elementary teachers of Pakdasht city and 7 specialists and experts from the educational research and planning organization and the textbook authoring office, who were selected based on the purposeful sampling method with theoretical saturation quality. Next, the findings related to the interviews were analyzed by the grand theory method and Strauss and Corbin coding. The results indicated pathologies including method-based, goal-oriented, content-oriented, evaluation-oriented, teaching-learning, activity-oriented, need-based and context-oriented pathologies, and also pathologies related to materials and resources and facilities, learner-oriented, and teacher pathologies. It was the axis that affects the process of non-attendance education.

The current study aimed to investigate the philosophical aspects of reading and writing in the “Philosophy for Children” program according to the Suki and Pixie novels and their guidebooks. A descriptive-analytical methodology was applied to answer what are the philosophical aspects of reading and writing in the “Philosophy for Children” program according to the two novels, and what skills can be implemented to enhance those aspects. The findings showed that the philosophical aspects of reading and writing include philosophizing, the role of dialogues in reading and writing, reading as an argument, critical reading, the relationship between art and experience, meaning, aesthetic relationships, attention, experience, preferences, and veracity. These aspects can be strengthened by such skills as providing reasons, dialogues, argumentations, the recognition of parts and wholes, general concepts, discovering vague areas and gaps, definitions, connecting, developing concepts clearly, stating experiences, and distinguishing. The findings showed that a mutual relationship[1] exists between reading and argumentation, and this can lead to the enhancement and development of high-level thoughts.

Many people with Down syndrome learn to read to some degree, but how they learn to read has been debated by researchers. Some researchers have argued that given the phonological deficits of people with Down syndrome and their stronger visual-spatial abilities, they rely on the “visual route” to learn to read, while others have shown that the “phonological route” is also involved in learning to read. The purpose of this article is to investigate and compare the role of “visual route” and “phonological route” in learning and teaching reading to people with Down syndrome.

The present study is a review, 50 pioneering and new related articles were reviewed from Springer, Wiley, Elsevier, Taylor and Francis, SAGE Publications and Emerald databases.

The results of this review showed that many people with Down syndrome can learn to read at least word. However, there are many variations in this area. Also, people with Down syndrome have difficulty using the “phonological route” to read, and they rely more on the “visual route” to read. However, both routes play a role in learning to read, although the role of the “visual route” is more prominent.

to teach reading to people with Down Syndrome, you can use both the whole word teaching method, which is based on the “visual route” and the phonetic method, which is based on the “phonological route”, but the combination of these two methods is more efficient; Because relying on the “visual route”, the child will only be able to read the taught words, but to read new words, he also needs letter-sound knowledge.

In integrative teaching establishing a meaningful connection between different concepts and subjects is a way of creating a learning opportunity. Integrating the basic concepts in Reading with those in Social Studies in elementary school can help students better understand the concepts and their relationships. In real life we encounter issues and situations that require an integrative understanding of different sciences in order to be dealt with successfully. Integrative teaching can be of help in such situations. In this project integrative activities were designed using concepts in Reading and Social Studies, and then validated by a focus group of 10 educational leaders. Findings show that with identification of objectives in each lesson, and considering the standards of designing integrative activities, the discovery of interconnections between different educational contents can lead to integrative activities in any areas such as Reading and Social Studies lessons. The designed activities were initially reviewed by a team of experts in multi-grade teaching, and then reconstructed based on the feedback given by the team. Through such an approach it can be expected that school and learning become attractive and motivating for students.

One of the problems in our society, especially among literate students of the literacy movement, is the lack of a culture of reading. The main purpose of this study was to investigate the plan of reading plan with family as one of the main parts of the curriculum of literacy movement in Hormozgan province. In this study, qualitative research method was used with data coding system‌. The research population included experts, educators and literacy students of Hormozgan province literacy movement and the sample consisted of twenty-four people who were selected using purposive sampling method. Also, the data collection tools, in-depth interviews and data analysis methods were inductive analysis. Findings and results showed that eight central categories There is in the project damage section include lack of financial resources, weakness of the monitoring system, weakness in the content, lack of comprehensiveness of the plan, weakness of the project managers, incompatibility of the plan with influential factors, lack of motivation and lack of sufficient institutional media support. Eight components of financial support and strengthening the evaluation and monitoring system of the project, developing the attitude and training of project stakeholders, strengthening the headquarters system and scope of the project, strengthening the motivational dimension, strengthening institutional and media support of the project, compiling and training project books based on scientific principles Reading with family.

The purpose of the current study was to construct and standardize the diagnostic tool of reading disorder. The project was a descriptive (factor analysis) study. All 6 to 12 years old students in the academic year of 2017-2018 who referred to learning disabilities center in Tehran comprised the statistical population of the group with reading disorder and the statistical population of the normal group was all primary and secondary school girls aged between 6 to 12 in the academic year of 2017-2018 in the second district of Tehran. Sixty one students were selected by convenience sampling from the group with reading disorder and 97 subjects were selected by multi-stage random sampling from the normal group and a diagnostic test for reading disorder (including Kim Karad Visual Memory, Frostig Fourth Subtest, Drawn Visual Memory Sequence, Wopman Audit Diagnosis, Cattell Fifth Intelligence Subtest, and Wechsler Intelligence Numerical Memory Subtest for Children) was performed on the participants. Cronbach's alpha method was used to check the reliability of the test and to investigate the separation validity and construct validity, T-Hatling method and factor analysis were used. Factor analysis results showed that the diagnostic tool for reading disorder includes three main factors: auditory sequence, visual perception, and auditory recognition, and the results of T-Hatling test showed a significant difference between the two groups. Cronbach's alpha coefficient for the normal group and the reading disorder group was 0.90, 0.89, and 0.86, respectively. Therefore, according to the results, it can be said that the diagnostic tool for reading disorder is a reliable and steady tool for the assessment and screening of student with the reading disorder.

The Quran is the most complete and best life plan for people who have always sought to learn, and education and it has been most valuable act for them.  Hence, in the general goals of educational system, special attention has been paid to the necessity of learning the Quran. Present study seeks to provide a strategy to improve efficiency in general education of the Qur'an. The purpose of this study follwed in four minor goals: the ability to read the Quran, comprehend the meaning of the verses, and recite and familiarity to the holy Quran. In order to achieve the above objectives, qualitative research method (documentary study, interview and brainstorming) has been used. Sampling was done purposefully and in snowball method and the statistical population in the interview section has been included experts in the field of Quranic sciences and in documentary study section, the population has included all the documents, books, and available literature reviews, such as articles, projects and research papers, which were obtained through search in the scientific stations, libraries, and documents in the agencies and organizations related to the subject matter of the research. Sampling in documentary study section was in purposive method. For analyzing the information obtained, coding method has been used. The results of the discussion were analyzed by experts in Quranic science and education. The obtained strategies consisted of 83 cases, which ultimately with professors and experts advise all of which were adapted to the upstream document in the field of general education of the Quran, the General Document of the Quran, and 24 were approved as the final strategies.Totality, The results of this study showed basis of the Quranic General Education Strategic Document Conventions, by education and efforts to create the necessary arrangements to implement document-related measures as quickly as possible, can be the greatest step towards enhancing the efficiency of Quranic education.

The main goal of this study is to analyze the teachers attitude to the changes of the new curriculumof forth elementary level's reading and writing. The method of study that is used here is a type of quality methods which is called phenomenography. The investigated teachers were those which were teaching in Tehran zone 18 at forth elementary. Using qualitative research methods semi structured in depth interviews and purpose criterion sampling 15 cases of primary school teachers Tehran City were interviewed in deoth theoretical saturation was confirmed. Data were analyzed using coding techmiaues. the basis of the findings , that teachers atthtudes to the reading and writingcurriculum change could be grouped into four axis of teachers reaction, effective factors to their attitudes, positive spots and curriculum weakness. Teachers reaction in the acceptance ground is based on ability, sensibility and making variety through curriculum and unchangeability. Affective factors to the teachers attitude are including, teachers related factors, authorities unsuitable supports and schools conditions. Findings show that new curriculum is positive, in the case of, emphasis on ethical and cultural issues, new contents effrct with the real world and composition with other courses. The weak spots of this plan are, content change's challenging items, books unabsorbsbility for students and the loss of valuation techniques. Therefore recommended that, to increase the teachers information about the significance of this curriculum, with executing sessions and suitable training workshops, we keep the new curriculum safe in the implementing level to gain its intended goals.

Abstract The purpose of this study was to determine the Effectiveness of the Philosophy Teaching Approach for Child (p4c) in English word Students Skills of first grade high school students in district 5 of Tehran. Sample size was determined according to Cochran's formula of 60 with multi-stage sampling. To collect the data, a pet understanding and teaching philosophy for the child was performed for 10 sessions each 90 minutes. This quasi-experimental study was a pretest-posttest with a control group with a follow-up phase. To analyze the data, intergroup analysis of variance and dependent t-test were used. The results of the study showed that the English word of students who received philosophy education for the child was significantly higher than the students who did not receive this training, so the implementation of the philosophy teaching approach for the child, the English language word skills of the students It also increases the stability and stability over time.

The purpose of this study was to investigate the effectiveness of the cooperative concept mapping on English academic achievement and the meaningful learning of reading comprehension in students. The participants were 51 female students in third grade of high school in Karaj city who were selected through purposive sampling. This was indeed a quasi-experimental research with pre-test and post-test and control group design. The participants were randomly assigned to experimental and control groups. In the experimental group the students were taught to use cooperative concept mapping, while the control group was not exposed to such a learning technique and the students in this group were taught reading comprehension through the traditional approach of reading a text and explaining its content. A teacher-made achievement test was used to assess both the students’ knowledge of English language and their meaningful learning of English reading comprehension, with the latter being tested through questions that involved higher-order cognitive processes (i.e. analysis, synthesis, evaluating). The data was analyzed using t-test, which showed that the students in the experimental group outperformed those in the control group in their English language achievement and meaningful learning of reading comprehension. This indicates that using concept mapping as a learning strategy has a positive effect on students’ meaningful learning and development of English reading comprehension.

The purpose of this study was to investigate the effect of using music in improving the reading and writing skills of students with learning disabilities. The research methodology was a quasi-experimental approach with the pre-test-post-test method with the control group. To this end, 30 people were selected by simple random sampling method. The research tool included Fallah Chi Writing Disorder Test and Stanford Binet Reading Disability Test. The music use program (song and instrumental music) was provided to the students in 11 sessions (45 minutes) for five consecutive weeks. The control group received no intervention. The data obtained were analyzed using the covariance test. The findings suggested that the use of music use has a positive and significant impact on improving the reading performance of students with learning disabilities. Also, the music use indicated a positive and significant effect on improving the writing performance of students with learning disabilities. As a result, music usage is effective in improving the reading and writing skills of students with learning disabilities.

Reading is one of the core competencies of all educational systems, as reading growth increases other areas of literacy. Although the result of reading in reading comprehension is crystallized, the main prerequisite for reading comprehension is reading fluency. The purpose of this article is to study the definitions and related factors of reading fluency. Reading as cognitive activity Describing and interpreting the print symptoms involves a complex process whose quality has a direct impact on reading achievements. The lack of reading fluency development can be a serious issue for students, due to lack of apparent characteristics of the problem, identifying and sometimes accepting it for parents and educators is costly and time-consuming. Several factors are involved in the development of reading fluency because of the individual characteristics of the reader, the characteristics of the subject and the educational programs involved. Thus, regardless of the characteristics of the reader, the assignment, the educational environment for studying and promoting the subject is not feasible.

The purpose of present research is the investigation the effectiveness of Cognetive Training software 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 60 students were selected by cluster random sampling.and randomly assigned to 4, experimental ( right-handed, left-handed) and control ( right-handed, left-handed) groups, tools used in this research were Demographic questionnaire, Computerized Cognitive Software, software Stroop Test, the Wechsler Intelligence Scale for children four, Reading and Dyslexia Test and Chapman's Handedness Inventory. the research data were analyzed with, multivariate analysis of covariance (MANCOVA).The results showed, after performing computrise Cognetive Training software in 2 experimantal group,between every each( right-handed, left-handed) experimental and control groups, given the scale of function in the Stroop test, improved significantly.The results showed that using the computrise Cognetive Training software, was more improve attentional functions in right-handed than left-handed in students with dyslexia learning disabilities.

The purpose of this study was to determine the role of sixth grade curriculum in encouraging students to study. Qualitative research method is in the form of analyzing qualitative content and basic theory as process, not as a product. The population of the study was all sixth grade elementary school textbooks in 2012-2013 and sixth grade elementary school teachers in Karaj. The informants were 9 textbooks by census method and 19 teachers from the sixth grade by purposeful sampling and observing theoretical saturation. The research tool is a semi-structured content analysis checklist and interview. The findings suggest that sixth-grade textbooks encourage students to directly and indirectly study. There are concepts in the textbook that asks students to study and collect information from a variety of sources. Teachers sometimes encourage students to study but they do not consider the process. Varied resources and materials that encourage students to study in elementary schools.

To explore the impact of the stabilization program on the learnings of the participants in the literacy program, a sample of 891 participants from six provinces in three categories of privileged, semi-privileged, and low-privileged was selected and tested repeatedly following the stabilization program on reading, writing, arithmetic, and Quran recitation. The data collected was analyzed using repeated measures ANOVA. Results show that the learnings of the participants in main areas of reading, writing, arithmetic, and Quran recitation have been stabilized although the scores on writing pretest were not significantly different than those on the follow-up test.

The recent research was considered the effect of inter-cultural background knowledge on Iranian learner's reading skills. The population included all the girls’ students (5000 students) in Sabzevar English Institutes. By using simple probability sampling 60 girls’ students selected by Morgan’s random numbers. The research instruments included Nelson placement pretest (Flower and Coe, 1976), five reading texts about cultural topics to do during the experiment term and a research- made reading posttest as a main posttest. The posttest reliability was determined 82% by Cranach alpha and its validity was confirmed by English teaching professors. Independent T test and MANOVA variance analysis were used by using SPSS 19. The research results showed that the meaningful effect of inter-cultural background knowledge ( t(58)= -8.511) p˂0.08) in the students’ reading. Knowing about some sub-cultures in English language countries like etiquette and keeping pet have a meaningful effect on reading texts related to sub- cultures and finally the inter-cultural background knowledge from the English languages holidays was considered in the next level.