Marzyeh Eslamian; Seyed Rasoul Emadi
Abstract
AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning ...
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AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning disabilities. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included third-grade primary students with dyslexia and dysgraphia in West Islamabad city (Kermanshah Province). A targeted sample of 34 students was selected from among the third-grade students and randomly assigned to two experimental (17 students) and control (17 students) groups. The research tools included Kormi Nouri's reading test (2005) and the researcher-made writing test (2017). For the experimental group, 11 practice sessions were conducted in the form of task-oriented teaching, and the control group remained on the waiting list. The results of the research showed that task-oriented teaching had a significant effect on the reading and writing skills of students with learning disabilities. Based on the results, it can be said that task-oriented teaching improved the reading and writing skills of students with learning disabilities. Therefore, it is suggested that primary school teachers use the task-oriented teaching method for students who have reading and writing disorders.Keywords: task-oriented teaching, reading skill, writing skill, learning disability. Extended AbstractIntroductionReading disability is the most common learning disability that affects 7 to 17 percent of children worldwide and is characterized by normal intelligence, poor reading performance despite adequate education, and poor spelling (Peters et al, 2021). Dyslexic children have cognitive deficits in visual processing, selective and sustained attention, and executive functions. They have problems in phonological processing, recognizing sounds in words and recognizing rhymes (Abdollahzadeh Rafi and Rahimzadeh, 2020). Difficulty in writing is determined by the disorder and weakness in the skills that are important in the writing process, such as writing speed, legibility of letters, and fine motor coordination, and weakness in any of these skills can make learning difficult. The prevalence of both learning disabilities is higher in boys than in girls (Romanovska et al, 2021).One of the relatively new methods of teaching is task-oriented teaching, which is one of the active teaching approaches. In this approach, due to the continuous interaction of students with each other and their active participation in learning, social skills will increase and they will have high self-confidence. They can easily apply what they have learned in the real environment (Neto et al, 2021). From the point of view of Ellis (2009), Ellis (2009) the task-oriented method is a kind of communicative teaching method that emphasizes meaningful learning through doing tasks in the educational environment of learners. In simpler terms, it refers to a method in which assignments are used as the core of education (Roh and Kwag, 2018).In general, the conducted research shows that the education of children with learning disorders requires special education, and also considering the background and prevalence of about 10 to 20 percent of learning disorders in children and the need of these children for special education methods, and the lack of research on the task-oriented teaching method in the field of learning disorders in the country, the present research seeks to examine the question of whether task-oriented teaching has an effect on the reading and writing skills of students with reading and writing disorders.MethodThe current research design was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was male students in the third grade of elementary school with dyslexia and dysgraphia who were studying in the schools of West Islamabad city in 2018. Among the examined children, a sample of 34 subjects was selected according to the entry criteria and then assigned to two experimental and control groups (17 experimental, 17 control). In order to collect the data, the reading test of Karami Nouri and Moradi (2004) and the writing test developed by the researcher were used. In this research, the task-oriented method was used based on the book "Read and Write" in the third grade of elementary school. The content and educational materials were prepared completely based on the textbook in 11 sessions of 40 minutes. In this way, the experimental group was trained in the task-oriented method and the control group was trained in the usual way. At the end of the intervention, a post-test was taken from both groups. In this research, to analyze the collected data, the mean and standard deviation of the variables were checked using descriptive statistics, and multivariate covariance analysis was used to investigate the research question. All statistical analyses were performed using SPSS software version 27.ResultsTable 1 reporting the results of the analysis of covariance shows that after obtaining basic assumptions, there is a significant difference between the experimental and control groups on reading and writing (P<0. 01). Based on the results, after the intervention, the mean score of reading and writing have increased in the experimental group compared to the control group.
ConclusionIn explaining these findings, according to Baldi et al.'s (2015) point of view, it can be mentioned that educational experts believe that the use of process-oriented teaching methods, such as the task-oriented method, is a way to solve problems and eliminate the shortcomings of traditional reading teaching methods. Collaborative and two-way learning is superior to common one-way educational models, and it is emphasized to use two-way educational processes more than one-way transfer processes to improve reading. In fact, the general goal of task-oriented education is to create motivation for learning through activities based on meaning and form. In this method, all three dimensions of structure, performance and interaction are given importance (Operto et al., 2020). According to Ellis (2009), in this method, the use of things like asking, answering, explaining, searching, analyzing, creating and evaluating provides the possibility of interaction for the learner. In task-based education, attention, accuracy, evaluation, practice and coordination between different letters and words are emphasized in the process of checking and doing the task, and the students are fully involved in the exercises and with more motivation and self-efficacy while doing the exercises. In this way, their reading skills are strengthened.According to Joshi and Bouck (2017), it is possible that children in a task-oriented approach perform various exercises to improve concentration and strengthen visual and auditory memory according to their ability level, which promotes effective writing. It seems that choosing and arranging appropriate words and vocabulary and understanding short phrases requires the process of word recognition, and this recognition is one of the complex activities of the nervous system of the brain (Wicki and Lichtsteiner, 2018). The fact that the child can find the right word to complete the sentence in the empty space and can determine the role of each word in the sentence is not an easy process for children with learning disabilities and it requires a lot of practice and homework, so the task-oriented approach can play an effective role in improving children's writing ability by using multi-sensory intervention such as auditory, visual and tactile senses and providing different assignments. One of the limitations of the present study was the limited sample of male students; another limitation was the impossibility of a completely random selection of the participants, and a follow-up stage was not possible. Therefore, it is suggested to conduct this issue in future research by randomly selecting a sample consisting of male and female students and by conducting a follow-up test.Ethical ConsiderationsCompliance with ethical guidelinesThis article was extracted from the Master thesis of the first author in the field of educational sciences of Bu-Ali Sina University. The principle of confidentiality and ethical considerations were observed in the research.AcknowledgmentWe express our gratitude to the officials of the Department of Education and the school principals and students who cooperated in the implementation of this project.Conflict of interestThe authors declare no conflict of interest for this study.
Farzaneh Amjadiyan; Asghar Jafari; Mohammad Ghamari
Abstract
The present study aimed to compare the effectiveness of self-compassion training and emotion-focused therapy in decreasing psychophysical vulnerability in mothers of children with a learning disability. The method was quasi-experimental and with a pre-test, post-test design, and two-month follow-up. ...
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The present study aimed to compare the effectiveness of self-compassion training and emotion-focused therapy in decreasing psychophysical vulnerability in mothers of children with a learning disability. The method was quasi-experimental and with a pre-test, post-test design, and two-month follow-up. The control group was the population that included mothers of children with a learning disability who were referred to the Payvand counseling clinic in 2020-2021 in Melard city. Through purposeful sampling, 45 participants were selected and randomly assigned to one group of EFT, one group of SCT, and one group of control, n1=n2=n2=15. Derogatis & et al’s (1974) SCL-25 questionnaire was administered on three groups and Gilbert’s (2014) SCT on one group and Goldman and Greenberg, s (2015) EFT on one group, and data were analyzed using repeated measurement analysis. Results showed that SCT and EFT had significantly decreased psychophysical vulnerability (P<0.01). EFT had more effect and these effects remained at follow-up. Since SCT and EFT likely lead to modification, experience, and acceptance of emotions, psychophysical vulnerability decreased. Hence, these can be used as efficient packages for improving the health of mothers of children with learning disabilities.
Ali Sharifi; Hamid Alizadeh; Bagher Ghobari bonab; Noor Ali Farrokhi
Abstract
The aim of this study was to investigate the profile analysis of memory and attention functioning in children with Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder and Comorbid Condition. The descriptive and causal-comparative method was used for this research. Thirty students with ...
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The aim of this study was to investigate the profile analysis of memory and attention functioning in children with Attention Deficit/Hyperactivity Disorder, Specific Learning Disorder and Comorbid Condition. The descriptive and causal-comparative method was used for this research. Thirty students with ADHD, 30 students with an SLD, 30 children with the comorbid condition (ADHD + SLD) were selected by the convenience sampling method after diagnosis and evaluation with regard to the working memory and attention functioning in them. The MANOVA and post hoc Cheffe test were used to analyze the collected data. Furthermore, the profile functioning of the four groups in the working memory and attention was presented in a graph. The results of the study showed significant differences between normal children and children with ADHD, children with SLD, and children with the comorbid condition in terms of working memory and attention (p<01). Also, the ADHD group showed the weakest functioning regarding attention, and the weakest function regarding working memory was reported for the SLD group. Additionally, Paired comparison was done for each of the four groups. According to these findings, it can be concluded that comorbidity of these two disorders has a negative effect on working memory. Though, the comorbid condition can play a moderating role in the functioning of attention.
masoumeh imani; hamid alizadeh; farangis kazemi; bagher ghobari bonab
Abstract
Objective: The aim of this study was Developing training programs based on Direct Instruction and evaluation of its effectiveness on solving math problem in students with Learning Disorders. Methods: To fulfill the stated goal five students who were studying in fifth grade in one of primary school in ...
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Objective: The aim of this study was Developing training programs based on Direct Instruction and evaluation of its effectiveness on solving math problem in students with Learning Disorders. Methods: To fulfill the stated goal five students who were studying in fifth grade in one of primary school in karaj, selected as subjects and the following instruments were administered on them: questionnaire of diagnosis for learning disability(sadeghi & alizadeh, 2016), test of mathematical problem solving which was developed and validated by researcher and personal records of participants. Data were collected by using a single subject research design during baseline and intervention phases. After collecting the data on baseline conditions, a DI program based on the content of the fourth grade math book in elementary school was designed and implemented on all five students and every student was instructed on problem solving based DI program between 7 to 13 sessions lasted for 45- 60 minuets. Results: Comparing students during baseline and intervention phases showed that Direct Instruction program was effective on improving mathematics problem solving skills in five students. All five students were reached the criterion level that was established in advance. Conclusion: It is concluded that DI is effective on improvement of mathematics problem solving skills and it can be used in related interventions.
َAlireza Bakhshayesh; Kazem Barzegar; Vajihe Moradi Ajani
Abstract
This study was aimed to investigate the effect of working memory training on reading performance among students with learning disability. The research method was quasi- experimental and the statistical population included boys’ elementary school students (3rd grade) with reading disability residing ...
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This study was aimed to investigate the effect of working memory training on reading performance among students with learning disability. The research method was quasi- experimental and the statistical population included boys’ elementary school students (3rd grade) with reading disability residing in Yazd, among them 32 students were selected via cluster multistage random sampling and then divided into experimental and control groups. The assessment tools included Wechsler Intelligence Scale for Children-Revised (WISC-R), Reading and Dyslexia Test and the Clinical Interview Form. Data were analyzed through covariance analysis. The results showed that working memory training can improve reading performance of students with reading disability (p<0/001). According to research results, Working Memory Training can be used as an intervention method to improve the reading performance of Students. Keywords: learning disability, Reading disability, working memory, reading performance Keywords: learning disability, Reading disability, working memory, reading performance Keywords: learning disability, Reading disability, working memory, reading performance
Abolghasem Yaghoubi; Hosein Mohagheghi; Maryam Ghafoori Asar; Khosro Rashid
Volume 3, Issue 9 , April 2013, , Pages 21-32
Abstract
This research aims at studying the effects of Fernald multi-sensory & Frostig visual perception methods on improvement of reading performance in 2nd grade dyslexic male students in elementary schools in Hamedan. The subjects are 45 2nd grade dyslexic male students in elementary schools in Hamedan, ...
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This research aims at studying the effects of Fernald multi-sensory & Frostig visual perception methods on improvement of reading performance in 2nd grade dyslexic male students in elementary schools in Hamedan. The subjects are 45 2nd grade dyslexic male students in elementary schools in Hamedan, out of which 15 students are placed in Fernald multi-sensory experimental group and 15 others in Frostig visual perception experimental group. The remaining 15 students are considered as the control group. The subjects are selected from a population through dyslexia check list based on teachers’ idea. In order to homogenize the groups, Raven's Children IQ Test is used. After performing the pre-test, Multi-sensory experimental group receives Fernald multi-sensory instruction, and the visual perception experimental group receives Frostig visual perception instruction for 10 sessions. However, the control group does not receive any instructions. Falah Chay Reading Test (1995) is administered for the three groups as pre-test and post-test. For data analysis, T-Test and Analysis of Covariance are used. The results show that the groups trained with Fernald multi-sensory and Frostig visual perception methods perform better in reading, comprehending the meaning of sentences and reading performance than the control group. Meanwhile, the group trained with Fernald multi-sensory has a better performance in reading and comprehending the meaning of sentences in comparison with the one receiving the Frostig visual perception method. It can therefore be concluded that the above said methods can improve the reading performance in dyslexic male students, and among these two methods, Fernald multi-sensory method may be applied as the more effective method in improvement of the reading performance in these students.
Hassan Reza’i Jamalooyi; Abbas Abolqassemi; Mohammad Narimani; Adel Zahed
Volume 2, Issue 8 , February 2012, , Pages 77-98
Abstract
The purpose of the present research is to compare peer acceptance in students with learning disability and students with low, moderate and high academic achievement.Statistical population of this applied and causal-comparativeresearchincludes the second-grade middle school students in Ardabil City. The ...
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The purpose of the present research is to compare peer acceptance in students with learning disability and students with low, moderate and high academic achievement.Statistical population of this applied and causal-comparativeresearchincludes the second-grade middle school students in Ardabil City. The research sample consists of 160 students (40 with learning disability, 40 with low, 40 with moderate, and 40 others with high academic achievement) selected through multistage cluster random sampling. In order to collect data, reading, writing and math tests, peer acceptance scale and Moreno’S sociomotric test were used. The MANOVA results show that there is a significant difference between students with learning disability and students with low, moderate and high academic achievement in peer acceptance. The results indicate that students with learning disability and the ones with low academic achievement have bigger problems in peer acceptance.The findings of this study have important implications about education and counseling servicesfor exceptional students. Therefore, it is suggested that by teaching social communicative skills to students with learning disabilities, they should be helped to increase their popularity among their classmates to overcome their academic problems.
Volume 1, Issue 3 , October 2011, , Pages 139-152
Abstract
Objective: The aim of the current research was to investigate the effectiveness of precision teaching on reading ability of students with learning disability. Method: The research method was semi- experimental with pretest – posttest design. Statistical population consisted of all the 3 rd grade ...
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Objective: The aim of the current research was to investigate the effectiveness of precision teaching on reading ability of students with learning disability. Method: The research method was semi- experimental with pretest – posttest design. Statistical population consisted of all the 3 rd grade elementary girl students with learning disability in city of Isfahan during 1389-1390 academic years. The sample consisted of 30 students with reading disability that were selected via Targeted sampling method and randomly assigned to experimental and control groups. (15 experimental group and 15 controls). Research tool was a third grade reading test. Data obtained was analyzed by analysis of Covariance. Results: The results showed that the precision teaching is effective on reading ability. Conclusion and recommendations: Paying attention to precision teaching as a reading ability fundamental skill can be an effective approach in treatment of learning disability disorder.