جستجوی مقالات مرتبط با کلیدواژه « ناتوانی یادگیری املا » در نشریات گروه « علوم انسانی »

Learning disabilities are the cause of secondary problems in students who can be with the person until the end of life and hinder the growth and development of potential abilities of each person. In this regard, the aim of this study was to investigate the effectiveness of metacognition-based strategies on the academic self-concept of ninth grade male students with spelling learning disabilities. The research method was experimental with pretest-posttest and control group. The statistical population included all ninth grade students of public model schools in Shiraz, which using the multi-stage cluster sampling method, 30 has an effect on the academic self-concept of students with learning disabilities. In this way, this program has led to improving academic self-concept and increasing the amount of individual effort and thus reducing academic procrastination (P <0.05).

The present study was conducted with the aim of investigating the effectiveness of phoneme plays on the dysorthographia of third-grade primary school male students with learning disabilities. The research method was experimental with pretest-posttest and the control group. The population of the research included male students with disability to learn spelling in the third-grade primary schools in Isfahan. To do the research, 30 students with disability to learn spelling were selected among the population of third-grade primary school students in the City of Isfahan who had inclusion criteria with stratified random sampling and then, they were randomly divided into two experimental and control groups. Instruments for collecting data were the spelling test and Raven's Advanced Progressive Matrices Test for Children. The obtained data were analyzed with ANCOVA. The results of the research indicated that there is a significant difference between dysorthographia of the control and experimental groups at the level p

The purpose of this study is to produce Dicteyar Educational Multimedia Effectiveness on improving Dysgraphia students ‘Auditory and Visual Memory Problems in learninig spelling. An quasi-experimental research method and two-groups with pre-test and post-test research design are used. The statistical universe contain Dysgraphia students in the second grade of primary schools in Arak province during academic year of 1390-91. Among these students, 20 persons in experimental group and 19 persons in control group were randomly replaced. In 15 sessions, Students in experimental group were trained by Dicteyar and control group were trained by the traditional method. Revised Wexler Scale, clinical interviews and spelling test wrer used to identify these students in learning disabilities center. The academic achievement of spelling exam was used in order to collect data. analysing data, Wilcoxon and Mann Whitney U tests were used. The result has shown that the multimedia Dicteyar meaningfully improved Auditory and visual memory problems than traditional method(P<0/001). So, multimedia Dicteyar is more effective in improving Dysgraphia students ‘Auditory and visual memory problems. It is suggested that the multimedia educational dicteyar should be used in training Dysgraphia students and develop multimedia for other learning disability.

The purpose of this study was developing educational multimedia development of dictation assistant (Dicteyar) and its effectiveness on the academic achievement of the students with Dysgraphia. An experimental research method was used and the research included two groups with pretest and posttest. The statistical population included students with Dysgraphia in the second grade of primary schools in Arak city during academic year of 1390-91. Sampling was based on counting everyone and included 39 students. 20 students were randomly assigned to the experimental group and 19 students were randomly assigned to the control group. Students in experimental group were trained by dictation assistant (Dicteyar) and the control group was trained by the traditional method. The academic achievement of dictation exam is used in order to collect data and for the analysis of data، Wilcoxon and Mann Whitney Utests were used. The result has shown the multimedia dictation assistant (Dicteyar) had meaningfully higher academic achievement than traditional method (P<0/001). So، multimedia dictation assistant (Dicteyar) is effective in improving Dysgraphia.

The purpose of the present research is to investigate the effectiveness of Gardner multiple intelligence training on spelling errors of students with learning disability. The methodology is experimental. For this research, 30 students were selected by the method of multi-stage random sampling and were placed in the group of experiment and control at random. To gather the data, from the Raven intelligence test, Gardner intelligences questionnaire, spelling errors check list were used. The training was presented in 12 sessions. The result of the analysis of Covariance revealed that the training was significantly effective on spelling errors of students with spelling learning disability. This result can be used as an intervention to improve math problem in students with mathematic learning disability.