جستجوی مقالات مرتبط با کلیدواژه « نارساخوان » در نشریات گروه « پزشکی »

 The present study was conducted to investigate the change in the receptive language, intermediate language, expressive language, semantics, syntax, and phonology of dyslexic students and compare them with the norm group.

 The statistical sample of the present study comprised 28 dyslexic students studying in the first and second grades of primary school and 29 normal students from the same grades. They were selected non-randomly based on the inclusion criteria. The third edition of the Persian version of the test of language development (TOLD-P3) was used to measure the components of receptive language, intermediate language, and expressive language. Tehran Stanford-Binet intelligence test (TSB-5) and reading and dyslexia test (NAMA) were used to diagnose dyslexia. Multivariate analysis of variance was used for data analysis.

 The findings indicate a significant difference in the evolution of the components of receptive language, intermediate language, expressive language, semantics, syntax, and phonology between dyslexic and normative students.

 According to the results, dyslexic students are weaker in all components of spoken language than their non-dyslexic peers. Considering the dyslexic students’ problem in reading, they are profoundly different from their normal peers in lower levels of language, including spoken language. Thus, the growth and development of language skills must be considered in reading learning disability besides other rehabilitation skills.

The purpose of this study was to evaluate the effectiveness of audio transformation therapy with a cognitive information processing approach on improvement of children with cognitive dyslexia.

This study was a quasi-experimental with a pre-test-post-test design and a control group. To select study population, 140 students of 7-9 years old with special learning disabilities who had referred to Yeganeh center of Savojbolagh in Alborz province in the academic year of 1397-98 were used. Among these students, 60 patients with dyslexia were selected using the available sampling method, from which 20 students had auditory learning style. Then they were randomly assigned into two examination (10) and control (10) groups. Wechsler IV test, VAK Questionnaire form made by Lilinfeld (2011), reading disorder test made by the researcher and case history form were used in this research. Thereafter, the training sessions were held within two months (15 sessions of 90 minutes) for examination group using ISHINR, Cognitive Information Processing (CIP), Cattell- Horn- Carroll (CHC) and Auditory Learning Style while the control group did not receive any training. At the end of the treatment sessions and 8 weeks after that, the students in both groups were re-evaluated. Data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test at a level of 5% error using version 22nd of SPSS software.

The results showed that auditory transformation therapy with a cognitive information processing approach caused a significant increase in symbol reading, image reading, comprehension and verbal expression in the post-test and follow-up in comparison with the pre-test. Also, after performing auditory transformational therapy, symbol reading, image reading, comprehension and verbal expression in the examination group was significantly greater than the control group. While before treatment, there were not significant differences.

Auditory transformation therapy with a cognitive information processing approach is effective in treating cognitive dyslexia.

The development of reading abilities in children requires the maturation of numerous complex linguistic skills and other basic cognitive abilities. In the nonverbal domain, children who display difficulties in reading performance and children with developmental dyslexia (DD) have demonstrated impairments in at least one or more of the underlying cognitive basic functions like mental rotation. Research points to cognitive problems, including mental rotation, which has been regarded as one of the main reading problems in dyslexic students. Therefore, the present study aimed to determine the effect of training the reading assistant package on dyslexic students’ mental rotation.

The present study was a multi-baseline experimental project with a follow-up period. The statistical population included all male and female students of the third grade of elementary school referred to Sarvabad Learning Disorders Center due to the reading problems in the academic year of 2019-2020. Six students, including three qualified volunteer boys and girls, entered the study, they were categorized into two groups of boys and girls and gradually entered the experimental position. The intervention performed individually; two sessions per week, a total of eight sessions in four weeks for each subject. Research instruments included: 1: Wechsler Intelligence Scale for Children, fourth edition, (Wechsler 2003). The scale was published by Wechsler in 2003 and is one of the most comprehensive clinical group assessment instruments in intelligence and can measure for screening and diagnosing learning disabilities. This instrument includes four scales and 15 subtests. Wechsler has used quasi-semantic and retest methods to assess the validity of subtests and IQ. The coefficient validity of the total IQ was 0.97.  The correlation method between subtests and IQ and factor analysis method was used, which confirmed the scalechr('39')s reliability. Also, in 2011 Sadeghi et al. constructed the validity and reliability of this test. The retest methodchr('39')s validation was done, and the total coefficient validity of total IQ was reported to be 0.91. The reliability results showed a significant correlation between Wechsler Childrenchr('39')s IQ scale of the fourth edition and Ravenchr('39')s progressive matrices in the related sections. Another tool was the reading and dyslexia test (NEMA) (Kormi-Nouri and Moradi 2005), This test was prepared and standardized for monolingual (Persian) and bilingual students (Tabrizi and Sanandaji) girls and boys in the first to fifth grade of primary school in 2005 by Kormi-Nouri and Moradi. This test consists of ten subtests. This test has been standardized on 1614 students in three cities; Tehran, Tabriz, and Sanandaj, in which the alpha coefficient of the total test in this study was 0.82. Thus, after collecting data and performing statistical operations for each base in each city, raw scores and norm scores have been calculated. Besides, in this study, the validity of this test using Cronbachchr('39')s coefficient was 0.71. The last tool was the mental "rotation" test (Shepard and Metzler 1971). This test is a computer version of Shepard and Metzlerchr('39')s mental rotation task, developed in 1971 and challenging the subjectchr('39')s visual memory and spatial perception. In the present study, a computer version of the Mental Rotation Test was used, which was performed by PEBL software. Morovati and Yadegari reported this reliability using the test-retest method to be 0.87 and Cronbachchr('39')s alpha for the test to be 0.96. Data analyzed using visual mapping, improvement percentage, in situ, and intra-position analysis in SPSS and Excel software.

The results of the improvement percentage of total mental rotation scores in the intervention stage in boys (59.49) and girls (59.25) and in the follow-up stage in boys (89.57) and girls (89.43) showed a positive effect of the intervention. Visual analyzes and the results of in situ and intra-position analysis showed a significant difference between baseline and intervention stage for all subjects (PND=100). This study confirmed the reading assistant packagechr('39')s persistence on the subjectschr('39') mental rotation in the follow-up stage.

According to this studychr('39')s findings, training the reading assistant package improves the dyslexic studentschr('39') mental rotation. Therefore, the reading assistant package is recommended as a complementary tool for dyslexia treatment.

Background and Since students with dyslexia have difficulty phonological awareness and have lower self-esteem, the purpose of this study was to investigate the effect of phonological awareness on improving reading and self-esteem among these students.
The research method was semi-experimental with pre-test-post-test design and control group. The statistical population consisted of all dyslexic students who referred to the center of learning disorder in the city of Gorgan, 30 of whom were selected by convenience sampling and were equally placed in two experimental and control groups. The research tools are Nama reading test (Koromi Nouri & Moradi, 2008) and self-esteem inventory (Pop, 1999). The experimental group was trained phonological awareness for 8 sessions of 60 minutes, while the control group did not receive such training. Data were analyzed using covariance analysis
The results of this study showed that phonological awareness training has a significant effect on reading words, understanding words, recognizing rhyme, deleting vocals, and reading pseudo-words, and increasing reading skills in dyslexic students. Also, this training significantly increased the self-esteem of students with dyslexia (p Based on the results of this study, it can be concluded that phonological awareness training has a significant effect on improving reading skills, educational quality and increasing academic positive feeling of dyslexia.

This study aimed to investigate the effect of multidimensional Rasad the triple skills on reading (decoding, fluency, comprehension) first grade and second- grade students was dyslexic.
Statistical population of this clinical study included dyslexic students (boy and girl) who were introduced to Disorders Center Behbahan city. At first, the first and second grade students were separated, then, among them 30 people were selected randomly were assigned to two groups. The experimental group is multi-dimensional restoration program was conducted over 21 one-hour sessions and the control group received no intervention. Wechsler Intelligence Scale for data collection and reading diagnostic test (Saman table) and multidimensional program Rasad that was used. To analyze the data using SPSS and univariate and multivariate covariance covariance was used.
The results showed that the mean score in reading, decoding, fluency and comprehension pretest-posttest control group with significant difference (P=0.001).
According to the results, it can be said that multi-dimensional program can improve dyslexic student's reading performance.

The present study investigated the effects of phonological awareness training on the speed and accuracy in 3 grade elementary students with dyslexia.
The design of the study was experimental with control and test group. Statistical population composed of all dyslexic students at the elementary schools in the city of Kermanshah in 2013-2014. Children cluster sampling was used for sampling. Having identified the dyslexic children, 30 were randomly selected and divided into experimental and control groups. The phonological awareness training sessions were held for the experimental group while the control group received no intervention. To collect the data, the dyslexia checklist, reading diagnostic test, Raven's colored Progressive Matrices test and test of phonological awareness were used. To analyze the data, covariance statistical test was used.
Findings: The results showed that there was a significant difference between the mean score of accuracy, speed, and reading in post-test of experimental group and those of pre-test.
According to the results of the study, it could be concluded that phonological awareness training plays significant roles in improving reading skill in students with dyslexia.

Self-concept plays an important role in the academic achievement of elementary students with Learning Disabilities (LD).The purpose of this research is to study the compiled eeffectiveness of instruction based on multiple intelligences model on the self-concept and academic achievement of male Students with dyslexia. Research plan, quasi-experimental pretest-posttest control group with follow-up testing was used. The population of this research included all dyslexic male students in the fourth grade and fifth grade school at Qazvin city in the academic year 2013-14. Fourty dyslexic male students in Special Learning Disorders School were chosen and participated in random replacement method in experimental and control groups (each group, n=20). For Data collection the Tennessee's Self-Concept Scale and Abedi's multiple intelligences scale were used. Also, the academic achievement of students' mean scores and low scores were obtained by converting descriptive feedback. To analyze the data, descriptive and inferential statistics (ANOVA with repeated measures) were used. The investigation of two groups in terms of mean in the self-concept and academic achievement as well as their academic development  through the tools used in the post-test and follow-up showed an increase in self-concept and academic achievement in the group after the intervention was based on multiple intelligences model (p<0.001). The results of this study, using a model based on multiple intelligences can be enhanced self-concept and academic achievement of students with dyslexia.

Reading is one of the basic skills required in this era. Obviously, reading disorders can cause many problems for individuals. This study aimed to investigate the effectiveness of storytelling on enhancing self-concept and attitude towards reading in students with dyslexia.
The present study in terms of methodology was a quasi-experimental study with pretest-posttest design with control and experimental groups. The population in this study consisted of all elementary school students with dyslexia in the academic year 2013-2014, of whom 24 students were randomly selected and assigned into two experimental and control groups, randomly. To collect data in the study, intelligence test (Wechsler, 1969), official test of reading and dyslexia (Karami Nouri and Moradi, 2009), reading self-concept questionnaire (Ahluwalia, 1961), and reading attitude questionnaire (Mackena and Kerr, 1990) were employed. Story training program was held in 8 sessions for students in the experimental group; however, the control group received no training in this regard.
The results of ANCOVA for posttest scores of self-concept and attitudes toward reading showed that, removing the pre-test scores effects, the effect of storytelling on post-test scores was significant (p According to the results of this study, it can be concluded that teaching an application such as story-based training as a new creative approach to students with dyslexia can arouse their interest in reading and modify their misconceptions about themselves.

The present research was done to determine the effectiveness of non-word repetition on the reading rate of third-grade dyslexic children in Isfahan. The present research was a single-subject study with multiple baseline in which 4 dyslexic children in Isfahan were examined. The subjects were selected from speech therapy clinics and reading disability centers on the basis of inclusion/exclusion criteria. After determining their baseline status they were included in the research in stepwise fashion. Each subject received 18 sessions of non-word training and was then followed-up after 2 weeks and was re-evaluated. The research tool was the ‘reading and dyslexic texts’ called the ‘Nema’ test (Noori & Moradi، 2008). The results were analyzed on the basis of visual analysis and descriptive statistical indicators. The intervention was effective in two of the subjects (PND=100%) and was not effective in the other two (PND=0%). This was a primary research investigating the effectiveness of non-word repetition on reading rate in dyslexic children. Two of the subjects improved، while the other two did not، which is perhaps due to the linguistic nature of their dyslexia. However، since our results may not be generalized to larger populations due to the small sample size، further studies with larger sample sizes need to be conducted to confirm our findings.

Dyslexia is the most common learning disability. One of the main factors have role in this disability is auditory perception imperfection that cause a lot of problems in education. We aimed to study the effect of auditory perception training on reading performance of female students with dyslexia at the third grade of elementary school. Thirty-eight female students at the third grade of elementary schools of Khomeinishahr City، Iran، were selected by multistage cluster random sampling of them، 20 students which were diagnosed dyslexic by Reading test and Wechsler test، devided randomly to two equal groups of experimental and control. For experimental group، during ten 45-minute sessions، auditory perception training were conducted، but no intervention was done for control group. An participants were re-assessed by Reading test after the intervention (pre- and post- test method). Data were analyed by covariance test. The effect of auditory perception training on reading performance (81%) was significant (p<0. 0001) for all subtests execpt the separate compound word test. Findings of our study confirm the hypothesis that auditory perception training effects on students'' functional reading. So، auditory perception training seems to be necessary for the students with dyslexia.

Developmental dyslexia has been recognized as being one of the most common types of reading disorders. According to phonological deficit hypothesis، the main difficulties in affected children are phonological processing and making incorrect representations. Nonword repetition task taps the encoding، storage and retrieval of phonological representations، and therefore، is an appropriate tool for measuring these skills، particularly phonological working memory. This task involves a variety of underlying processes including speech perception، lexical and phonological knowledge، motor planning، and articulation. The aim of this study was to investigate the performance of dyslexic students in nonword repetition task and to analysis their errors. This was a nonexprimental analytical cross-sectional study in which a case control paradigm was adopted. Participants were 15 students with dyslexia and 35 normal students، all of whom were studying at the third grade of elementary school at the time of the study. These students did not have any gross neurological impairments، psychiatric problems or speech- language disorders and had normal intelligence and hearing acuity. 40 one-to-four-syllable nonwords were used for the assessment. Broad transcription was applied for recording responses. The results were statistically analyzed using descriptive and analytic methods. The dyslexic group obtained lower scores than did the control group in nonword repetition task and the difference between these two groups was statistically significant. The errors of dyslexic students in nonword repetition showed that they suffer some deficits in accessing، maintaining and retrieving phonological codes. Moreover، they have difficulties in distinguishing phonemes that were poorly encoded.