فصلنامه ناتوانی های یادگیری
سال یازدهم شماره 3 (پیاپی 42، بهار 1401)

The aim of this research was to investigate The effect of teaching phenographix method on the level of executive function and reading performance of students with reading difficulties. The study was a quasi experimental pretest-posttest with control group. The statistical population includes all students (boys and girls) with reading difficulties, fourth and fifth grades of elementary school in Aligudarz, who are studying in the academic year 2019-2020, of which 30 students (15 in the experimental group and 15 in the control group was selected as the sample size and randomly. Research tools included The executive functions questionnaire of Koolij et al. (2002) and the reading and dyslexia test (Nema) Kormi Nouri and Moradi (2005). Data using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were analyzed. research results show that teaching phenographix techniques increased reading performance and improving the executive function in students with reading difficulties (p<0/001). Therefore, it can be said that reading is one of the main skills identifying lower elementary students with reading difficulties is essential to solving their problem.

The purpose of this study was to determine the Effectiveness of Role Playing Training on Academic Self-efficacy, Social Adjustment and Academic Motivation in Elementary School Students in Bonab City.The Semi-experimental method research method was pre-test and post-test with control group. The sample consisted of 40 students in two groups (20 students as experimental group and 20 students as control group) selected by Multi-stage cluster sampling.Research tools include the Harter Academic Motivation Scale, the Morgan Academic Self-Efficacy Scale, and the California Social Adjustment Scale. In the experimental group, training was used in the role play method and in the control group the traditional teaching method was used. To analyze the data, Covariance analysis was used to analyze the data. The results showed that role-playing training improved academic motivation; intrinsic motivation (F = 97.980, P = 0.000), extrinsic motivation (F = 16.1991, P = 0.000), and academic self-efficacy (F = 61.059, P = 0.000) and social adjustment (F = 301.077, P = 0.000) had a significant effect on students Conclusion Implementation of role-playing educational method can have a significant effect on improving academic motivation, academic self-efficacy and social adjustment.

Social skills, social self-efficacy, and social adjustment of students with learning disabilities are more difficult than those of normal students. The aim of this study was to investigate the effectiveness of self-compassion training on social skills, social self-efficacy and social adjustment of students with learning disabilities.

The present study was performed by quasi-experimental method with pre-test and post-test with two control and experimental groups. The statistical population of the study included students with learning disabilities in Shiraz in 2009-2010. In the first stage, the sample was selected by purposive sampling and after completing the scale of social skills, social self-efficacy and social adjustment, 30 people were randomly assigned to the experimental and control groups (15 people for each group). The experimental group received 10 sessions of compassion training as a group and the control group did not receive any intervention. The data were analyzed by analysis of covariance.

The results showed that students who received compassion training in themselves, in social skills (p<0.05), social self-efficacy (p<0.05) and social adjustment (p<0.05) compared to the group that received compassion training. They received a higher score than they did not receive.

Therefore, the findings of the study showed that self-compassion training has a positive effect on social skills, social self-efficacy and social adjustment of students with learning disabilities. It is suggested that in the curricula of these children, the necessary content in the field of self-compassion training be provided for educators to teach it to students with learning disabilities.

Objective The aim of this study was to compare the learning styles of students with learning disabilities, attention deficit / hyperactivity disorder and normal.Methods The method of the present study was descriptive-causal-comparative and the statistical population of this study included all male and female primary school students in Rasht and students referring to the Center for Learning Disabilities in the academic year 1397-98, of which 50 Available sampling In the group of students with learning disabilities, 50 people were selected by available sampling method from primary schools as students with attention deficit / hyperactivity disorder and 50 normal students were selected by multi-stage cluster sampling from primary schools in Rasht. Data collection tools were Connors Form Teacher Rating Scale (1969), Reading Disorder Test by Shafiee et al. (2008), and kolb Learning Styles Questionnaire (1985).Results The results were analyzed using Kruskal-Wallis and u man Whitney tests. The results showed that there was a significant difference between students with learning disabilities, attention deficit / hyperactivity disorder and normal learning styles (p <0.001); that students with learning disabilities in reflective observation and divergent learning style scored higher on average than students with attention deficit / hyperactivity disorder and normal. Students with Attention Deficit / Hyperactivity Disorder scored higher in Active Experimentation and Adaptive Learning Style than the other two groups. Normal students also scored higher on abstract conceptualization and convergent learning styles.Conclusion Students have their own preferred learning style that can affect their academic performance.

The aim of this study was to express emotional expression, appropriate cognition and social skills in students with and without special learning disabilities. The research method was descriptive-causal-comparative. All sixth grade female students who started with and without learning disabilities in Tehran schools in the academic year 2019-2018 constitute the statistical population of this study, of which 100 students (50 students) are available using the sampling method. With special learning abilities and 50 students without special learning disabilities) were selected as the sample and answered the King and Emmons Emotional Expression Questionnaire, Douglas and Sexton Cognitive Function, and Matson Social Social Skills. Multivariate analysis of variance was used to analyze the data. The findings showed that students with special learning disabilities showed lower emotional and social skills than students without special learning disabilities. Also, avoiding recognizing students with special learning disabilities more than students without special learning disabilities budget (p <0.05); It may, therefore, be able to express emotion, cognition and social skills may create the conditions for improving the performance of students and students by reminding them of existing disabilities.

The aim of this study was to compare the effectiveness of cognitive rehabilitation and multisensory learning strategies on the reading performance of bilingual students with dyslexia. The research method was quasi experimental with pretest, post test and control group. The statistical population of this study included all bilingual primary school students with dyslexia in Miyaneh city in the academic year 2019-2020. Of these, 45 people were selected in three groups: experimental group 1 (cognitive rehabilitation), experimental group 2 (multisensory learning strategies) and control group using random sampling method. The measuring instruments were the revised Wechsler Intelligence Scale for Children (1974), the Dyslexia Syndrome Checklist (2003) and the Reading and Dyslexia Test (2008). Research data were analyzed by analysis of covariance and Bonferroni post hoc test. The results showed that cognitive rehabilitation intervention and intervention of multisensory learning strategies were effective in reading performance (p<0.05). Also, there was no significant difference between the effectiveness of cognitive rehabilitation intervention and the intervention of multisensory learning strategies in the reading performance of bilingual students with dyslexia (p<0.05). Therefore, both cognitive rehabilitation intervention and multisensory learning strategies intervention can be used to improve the reading performance of bilingual students with dyslexia.

Dyslexia is one of the problems facing students at school. This type of disorder has adverse effects on various areas, hindering academic achievement. This study aimed to evaluate the effectiveness of attention games on the reading ability of dyslexic children.

The research method used for the present study was experimental with pretest-posttest control group design. The statistical population included all dyslexic students at elementary schools in Saqqez in the academic year 2015-2016. 30 students were selected by simple random sampling and were studied after they were randomly allocated to experimental and control groups (15 subjects in each group). The data were collected using a reading disorder test and dyslexia test. The experimental group underwent attention training for 10 sessions (45 minutes each) for one month and the control group did not receive any training.

The results were analyzed using multivariate analysis of covariance (MANCOVA). By controlling the pre-test effects, the results of the analysis of covariance showed that teaching attention games led to a significant difference between the subscales of the experimental group and those of the control group (P = 0.001). That is, attention game training has improved the reading ability of dyslexic children.

It can be concluded that play therapy can be an effective factor in reducing reading disorders. Therefore, it requires the special attention of teachers and practitioners of education.