جستجوی مقالات مرتبط با کلیدواژه « Reading performance » در نشریات گروه « پزشکی »

Learning problems including reading problems is one of the important issues that have been considered by researchers and is very effective in the academic achievement of elementary school students. Therefore, the present study aims to evaluate the effectiveness of play therapy on reading performance, reading problems. Uncertainty intolerance in fourth grade elementary school female students had a specific disorder with reading impairment.

The present quasi-experimental study is a pre-test post-test with an experimental group and a control group and consisted of two stages: pre-test-post-test. The statistical population was students with specific learning disabilities of fourth grade girls. The sample size was 30 people in two groups who were selected by available sampling method. Three questionnaires (reading performance, reading problems and uncertainty intolerance) were used to collect data. The test used in this study was the combined covariance or repeated measures analysis (GLMRM) test.The protocol used was a cognitive play therapy program that included complementary exercises and games to increase reading skills, comprehension, visual and auditory memory impairments, attention, and children's reading habits, which were performed in person for 18 45-minute sessions for 9 consecutive weeks. Took.

The results of the study showed that cognitive play therapy program increases and improves reading performance, reduces reading problems and improves uncertainty intolerance. Therefore, the use of play therapy training is recommended for educators, teachers and therapists in the field of education in learning, educational and clinical centers.

In general, the results of the present study showed that play therapy is effective in increasing reading performance, reducing reading problems and uncertainty intolerance.

In today's world, learning disabilities are recognized as the most important factor in the weakness and dropout of students in primary school. Among students’ problems are learning disabilities, reading difficulties, and intolerability of uncertainty. Lack of treatment and control of children, in addition to creating numerous problems at the family, school and community level, future children also face challenges. Thus, it can be seen how these special education programs are important and effective for these children. Cognitive rehabilitation therapy and play therapy are among the most important programs in treating students with learning disabilities. Therefore, this study aimed to compare the effectiveness of cognitive rehabilitation therapy and play therapy on reading performance, reading problems, and intolerability of uncertainty and evaluate the persistence of its effects over time.

The research method was quasi–experimental with a pretest–posttest and follow–up test (three weeks after the implementation of treatment protocols) which was performed with two experimental groups and one control group. The first independent variable was cognitive rehabilitation intervention that was applied to the first experimental group and the second independent variable was cognitive play therapy which was performed on the second experimental group. Also, the control group did not receive any training. The study’s statistical population included all female students with special learning disabilities with reading defects in the fourth grade of elementary school studying in Hamadan primary schools, Iran, in the academic year of 2019–2020. The sample size was equal to 45 students in three groups that were selected by using Cochran's formula and convenience sampling method. They were randomly divided into groups of 15 into three groups: two experimental groups (cognitive rehabilitation therapy and play therapy) and one control group. The tools used to measure variables in three groups and three stages were 3 standard questionnaires: Uncertainty Intolerance Scale (UIS) (Freeston et al., 1994), Problem Type Assessment Table (Tabrizi et al., 2018), Reading and Dyslexia Test (NEMA) (Kormi Nouri & Moradi, 2005). For data sorting, central and dispersion indicators such as mean and standard deviation, and for data analysis, repeated measures analysis of variance and Tukey and Bonferroni post hoc tests were used. The mentioned statistical analyzes were performed in SPSS software version 25. The significance level of the tests was considered 0.05.

The effect of time, group, and interaction of time and group on the variables of reading performance, reading problems, and uncertainty intolerance were significant (p<0.001). The average reading performance variables and reading problems and intolerance of uncertainty were significantly different between the cognitive rehabilitation therapy and play therapy groups with the control group (p<0.001). In both experimental groups, there were significant differences between the pretest, posttest, and follow–up regarding the mentioned variables (p<0.001). However, there was no significant difference between the posttest and the follow–up regarding the mentioned variables, indicating the persistence of the effectiveness of both interventions in the follow–up phase (p>0.05). Also, a significant difference was observed between the effect of cognitive rehabilitation and play therapy on the aforementioned variables in the posttest and follow–up (p<0.001).

Both methods of cognitive rehabilitation therapy and play therapy are effective in increasing reading performance, reducing reading problems, and reducing uncertainty intolerance. But in comparison, the effect of cognitive rehabilitation therapy in improving reading performance is more than play therapy, while play therapy is more effective than cognitive rehabilitation therapy in reducing reading problems and reducing intolerability of uncertainty.

Dyslexia is one of the common types of learning disabilities. Dyslexia is seen among students who have average IQ. Dyslexia is a neurological disorder with tremendous impact on the brain's ability to receive, process, store, and respond to information. One of the consequences of dyslexia is the impact on reading performance. Reading is one of the most effective and determining skills of the students. This skill has considerable sensitivity in classrooms and schools and is the foundation of student growth in other areas. Executive functions include students at risk, especially children with learning disabilities. Executive functions are used for reading. In the past, to develop the level of reading education, various tools and models, especially computers, have been widely used. The capability of a computer–aided individual teaching system shows fruitful results. This study aimed to examine the effectiveness of cognitive computer games training in increasing the reading performance of dyslexic students.

This research method was quasi–experimental with a pretest–posttest design with a control group. In this study, the statistical population included all dyslexic students who were referred to the special learning problems centers located in the district one education department of Rasht City, Iran in the academic year 2019–2020. They had problems in Persian lessons and through the Dyslexia Symptoms Questionnaire (Salimi Timori, 2007) were identified. According to available information, the number of students who visited the centers during November of this academic year was 293. In this study, the experimental sample included a group of students who were referred to the special learning problems centers. In this regard, first, those students whose grades of dyslexia were higher than the cutoff line were identified. Then, 40 eligible volunteers were randomly divided into the experimental and control groups (each group with 20 people). The study data were gathered via Dyslexia Symptoms Questionnaire (Salimi Timori, 2007) in pretst and posttest for two groups. In this study, the Cognitive Computer Training Program was used for educational intervention. This program aimed at teaching working memory under the supervision of psychological specialists of Ferdowsi University of Mashhad and with the cooperation of Sina Behavioral–Cognitive Sciences Research Institute in 2010. It was based on existing theories, following the example of Robo Mamo software that included focusing on visual–spatial and verbal memory of Klingberg (2005) and was adapted to Iranian culture. Cognitive computer training was taught in eight 60–min sessions only for experimental group. To analyze the data, the descriptive (mean and standard deviation) and inferential statistics (the parametric test of covariance analysis) were performed in SPSS version 24. The significance level of 0.05 was considered for the tests.

The results showed that the training with cognitive computer games was effective in reducing the reading disorder variable of dyslexic students of the experimental group compared to the students of the control group (p<0.001). The effect size of cognitive computer games training on reducing the reading disorder of dyslexic students was 0.829.

Based on the study findings, cognitive computer games training is effective in increasing the reading performance of dyslexic students. Therefore, cognitive computer game training can be effective for students with reading disabilities.

Students with reading disabilities have obvious and persistent difficulty learning to read, write, and spell, despite progress in other subjects. Social skills are a set of social and interpersonal skills that help people make deliberate decisions and have good communication, cognitive and emotional skills to live a healthy and productive life. One of the problems of children with reading disorders is seen in the area of their executive functions. These functions seem to play a key role in social growth and academic success. They include behavioral inhibition, maintaining attention, planning, reasoning, and working memory. Research indicates that the social skills of students with reading disorders are at risk. In this regard, the current study aimed to investigate the effectiveness of the manual executive function development package on social skills and reading performance of children with reading disorders.

The current research method The statistical population comprised primary school students of learning disorder centers in Saqqez City, Iran, in the 2021–2022 academic year. A list of reading disorder children was prepared by referring to learning disorder centers, and 30 students were randomly selected and put into two groups of 15 students each (experimental and control). The inclusion criteria were as follows: diagnosis of a learning disorder of the reading type by a clinical psychologist and referral from the school to the learning disorder center, the desire of the child and his or her parents to participate in this research, being 7–9 years old (in the first to the third grade of elementary school), lacking any other clinical diagnosis except reading disorder diagnosis, not taking psychiatric drugs for three months before entering the research, and not receiving or participating in simultaneous treatment courses during the research period. The exclusion criteria were not cooperating and doing the tasks presented in the sessions and the absence of more than two sessions in the treatment sessions. To conduct the research, the Social Skills Questionnaire (Teacher Form) (Gresham & Elliott, 1990) and Reading and Dyslexia Test (NEMA) (Kormi–Noori & Moradi, 2005) were used in all three stages of pretest, posttest, and follow–up. Then, the experimental group participants received the manual executive function package training intervention for 10 sessions of 90 minutes once a week. Data analysis was done at two levels of descriptive statistics and inferential statistics using SPSS version 23 software. Statistical indicators such as mean and standard deviation were used at the descriptive level. At the inferential level, analysis of variance with repeated measurements and the Bonferroni post hoc test were used. The significance level of statistical tests was set at 0.05.

The results showed that the effect of group, time, and their interaction effect (time* group) on the variables of reading performance and social skills were significant (p<0.001). Manual executive function package training intervention caused a significant increase in social skills (p<0.001) and reading performance (p<0.001) of the experimental group. In the experimental group, the average difference between the follow–up and posttest stages in the reading performance variable was significant (p=0.041). However, the average difference between the follow–up and posttest stages in the social skills variable was not significant (p=0.123), indicating the lasting effect of the manual executive function package training intervention on the variables mentioned above.

According to the findings, the manual executive function training package effectively increases the social skills and reading performance of children with reading disorders and can be included in the curriculum of these children along with other educational programs.

Dyslexia as a common developmental disorder in childhood can seriously impair the educational process of students and according to the previous studies, biofeedback can help these children manage those issues. This study sought to investigate the effectiveness of biofeedback on improving reading performance and visual-motor perception in children with dyslexia.

This was a quasi-experimental study with a pretest-posttest and a control group design. The statistical population included all 8-12 year old male students with dyslexia referred to learning disorders centers in the 3rd district of Tehran in 2019; from which 24 people were selected by the available sampling method according to the inclusion and exclusion criteria and were randomly assigned to the experimental group (n=12) and the control group (n=12). Instruments used in this study included the Reading and Dyslexia Test (Nema) (Kormi Nouri and Moradi, 2005) and the Bender Visual-Motor Gestalt Test (Bender, 1938). The intervention group underwent 30 sessions of 45-minutes biofeedback intervention program, while the control group received only the usual training of learning disorders centers. Data were analyzed using analysis of covariance in the SPSS-22 software.

The results of data analysis showed that biofeedback improved the reading performance of children with dyslexia. This method reduced the shape error, composition eror, rotation error, continuity error, and thus improved the visual-motor perception of children with dyslexia (p <0.01). 

Biofeedback method can use the principles of factor conditioning learning to change and improve brain waves, strengthen self-regulation skills, improve brain function and thus improve reading performance and visual-motor perception in children with dyslexia.

Dyslexia is a neurodevelopmental disorder. Recently, researchers have focused on the cognitive correlates of this disorder. Identifying the cognitive processes of children with dyslexia can provide a deeper understanding of this disorder and guide the effective intervention programs for it. Therefore, the present study aimed to investigate the role of four cognitive processes of Planning, Attention, Simultaneous, and Successive (PASS) in explaining the ability of word reading and text comprehension in children with dyslexia.

This research was a descriptive correlational study. The study population included all the students with dyslexia who were studying at grades two to five of primary school in Isfahan in the academic year of 2017-2018. A sample of 100 students was selected by multistage sampling. Ravenchr('39')s Progressive Matrices (1956), Reading and Dyslexia Test (Karami Noroozi & Moradi, 2005), Assessment System-second edition (Naglieri, Das & Goldstein, 2014) were used to collect the data. Data were analyzed by Pearson correlation coefficient and regression analysis.

Findings showed that "word reading" was associated with simultaneous and successive processing and attention, and "text comprehension" was associated with simultaneous and successive processing, planning and attention (P≤0.01). Based on the regression analysis, the simultaneous and successive processing predicts 49% of the variance of "word reading", whereas successive processing and planning predict 44% of the variance of "text comprehension".

Results showed that children with dyslexia have dysfunction in simultaneous and successive processing and planning. These finding can be helpful in the process of diagnosing this disorder and designing interventions for it. In fact, identifying the cognitive processes involved in "reading" can provide a deeper understanding of how to facilitate and improve reading performance through explicit training of PASS processes.

Dyslexia is one of the problems of students during their studies. This disorder has negative effects in various fields and impedes academic progress. The purpose of this study was to investigate the effectiveness of play therapy on reading performance, adaptive skills and behavioral problems in students with dyslexia.

The present study was a quasi-experimental with pretest-posttest design and control group. The statistical population consisted of all students with dyslexia in Rasht city in the academic year 2016-2017, among them 30 students were selected by convenient sampling method and randomly divided into the experimental and control groups. Data were collected using the dyslexia test (Karami-Nouri & Moradi, 2008), Wechsler intelligence scale for children (1974), and social skills rating scale (Gersham and Elliot, 1990). The intervention program was administered to the experimental group during 10 sessions for 2 months and the control group did not receive this intervention. Statistical analysis of covariance was used for data analysis.

The results of covariance analysis showed that play therapy significantly improved the components of reading performance and adaptive skills as well as reducing behavioral problems in the experimental group (P <0.001).

Based on the results of the present study, it can be concluded that play therapy provides an effective framework for further learning by linking perceptual skills with motor information and generalizing it to the environment.

The main goal of the present study was to compare the effects of Davis method with an eclectic combination of Davis and Sina methods on reading fluency and comprehension of Iranian female dyslexic students. Dyslexic children may know many words and some of them easily use them in conversation, but they are unable to identify and understand them in writing or print. Some even can read the words but cannot understand their meanings. There are several methods for training and rehabilitation of children with special learning disorders. Davis method, the latest and the most comprehensive one, is a multi-sensory method which is used to treat people with dyslexia in the form of a combinational approach. On the other hand, Sina is a means to teach reading and spelling, using multi-sensory Fernald approach. The main purpose of this device is to teach reading, spelling, and finally writing to children who have learning difficulties.

This is a two-group pretest-posttest quasi-experimental research. The population of the study was all dyslexic students in grades two and three in elementary schools in district one in Kerman-Iran in 2015-2016 school year. Convenience sampling was used to recruit 30 participants. After the administration of Wechsler Intelligence Scale for Children (Wechsler, 1974) and Reading and Dyslexia Test (Korminori and Moradi), the participants were assigned to the experimental group and control groups in equal numbers. Group one received training in Davis method, while group two was instructed through an eclectic combination of Davis and Sinai methods. After the intervention, the Reading and Dyslexia tests were administered to both groups. The research instruments were Karami Nuri and Moradi reading and dyslexia test and the fourth edition of the Wechsler intelligence scale.

Varianve-covariance analysis revealed a statistically significant difference in reading test obtained in posttest in favor of the students who had received trading through eclectic combination of Davis and Sina methods.

Although Davis method opened the way to serous treatment of dyslexia among children, it is now high time to consider other alternatives.

Aim and Dyslexia is a neurodevelopmental disorder with deficits in cognition and motor skills. Therefore, the present study was undertaken with the aim to investigate the effectiveness of sensory-motor integration on balance and reading performance in children with dyslexia.
Methods and Materials: This was a quasi-experimental study with pretest and posttest and control group. The study subjects consisted of 32 students with dyslexia in schools of Arak, Iran. The participants were randomly selected and assigned to the experimental (n = 16) and control groups (n = 16). The data collection tools were the Bruininks- Oseretsky Test of Motor Proficiency and Karami Nouri, and Moradi’s Reading Test. The experimental group participated in 12 sessions of the sensory-motor integration intervention program. Data were analyzed using ANCOVA.
Findings: Sensory-motor integration significantly improved balance and reading performance scores of experimental group in posttest (P It seems that sensory-motor integration training is effective in the improvement of balance and reading performance of children with dyslexia. Thus, the consideration of these results and the mechanism of effect of this treatment method may have positive impact on the reduction of issues experienced by individuals with dyslexia.

Dyslexia is the most common learning disability. The etiology of dyslexia has been studied from various aspects. Researchers suggest storytelling is related to success in reading, writing and academic achievements. So, this study was performed to evaluate the effectiveness of Storytelling method on reading performance of students with dyslexia in third grade boys.
The research was an experimental study with pre-test - post-test and control group. Selected by multi-stage cluster sampling, 30 grade school boys studying in the academic year 2013 participated in the study. The students were divided randomly in two groups of 15 (an experimental group and a control group). Participants in the experimental group received 10 sessions of Storytelling training individually, while the control group did not receive these sessions. Dyslexia Symptom Index (Bazrafshan, 1997), Reading and Dyslexia Test (Kormi-nouri and Moradi, 2005), Wechsler intelligence scale for children version IV and clinical interview were used to collect the data. The collected data were analyzed by multivariate analysis of covariance using SPSS version 18.
Findings showed Storytelling method is effective on reading performance of dyslexic students (p=0.001). Storytelling method also was found to be effective on the areas of reading words (p=0.015), understanding the text (p=0.001), understanding the words (p=0.001) and signs of the words (p=0.011), while it is not effective on the area of reading words without any meaning.
Based on the findings of this study it seem that teaching Storytelling method is an effective way to improve the reading performance and different areas of reading in students with dyslexia and can improve different areas of student's reading with this method. Therefore, teachers and therapists can use Storytelling method as an effective way for students with dyslexia.

Background and reading is one of the most fundamental necessary skills in today’s world, and there is no surprise that any disability in reading can cause various problems for people. Therefore, current study aimed to examine the efficacy of Davis Dyslexia Correction Program on reading performance of students with dyslexia. present research was a quasi-experimental study with pretest-posttest and control group. The study sample consisted of 30 third grade male students with dyslexia who were studying in elementary schools of Rasht City and were selected using random cluster sampling method and randomly assigned to experimental and control groups. Data were collected by Dyslexia Children’s Checklist, Case History Form (Karimi, 2005), Wechsler Intelligence Scale for Children, and Dyslexia Scale (Korominouri & Moradi, 2008). Experimental group received 16 30-minute sessions of individual therapy according to Davis Dyslexia method. the results of analysis of covariance showed that Davis Dyslexia Correction Program could significantly improve reading performance in experimental group (p < 0.01). administration of reconstructive-educational methods has positive effects on reading performance among students with dyslexia. These findings have important implications for the teachers. These implications are discussed further in the paper.

The extensive development of written interactions in the current world of technology in one hand، and on the other hand noticeable dominance of English language in this milieu، has led to inadequate utilization of Farsi in such settings، even amongst native speakers. Lack of experimental data regarding legibility and readability of the printed and electronic texts related to this language has been the main theory behind the current research، which was designed to evaluate correlations between typography and reading performance. Eighty four Farsi speaking university students، having no specific visual impairments، took part in the study. Frequently used Farsi fonts، edited in equal pixel areas and sizes، and were evaluated through legibility and readability tests. Word detection and word search techniques were considered for each test respectively. All trails were designed within similar visual interaction conditions to avoid any background biases. Statistical analyses revealed correlations between typography and readying performance in Farsi (compared to English). Amongst the six frequently used fonts studied، legibility was significantly higher in Yekan، t (83) = -2. 649، p=0. 012. Likewise readability was found to be significantly smoother in Zar font، t (83) = - 2. 194، p=0. 037. On the whole، the current approach towards classification of Persian fonts confirms the outcomes of the present study. In other words، fonts frequently used for development of body of the texts usually have higher legibility، and types being utilized for presentation purposes mainly possess higher readability.