fateme chitsaz; Kaazem Barzegar bafroie; Maryam zare
Abstract
Abstract
The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade ...
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Abstract
The purpose of this study was to investigate whether teaching story mapping strategies and comprehension can improve the reading skills of students with reading difficulties. This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations. The research findings showed that six reading skills improved in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.
Extended Abstract
Introduction
Learning disorders are a common issue that children face, hindering their ability to learn and acquire crucial life skills (Rangebar et al., 2018). Reading is a vital skill that students should master at a young age as it increases their knowledge and enables them to continue their education later in life. Additionally, it strengthens social connections (Royanto, 2012). Students with reading problems often struggle with phonology, word decoding, fluency, and reading comprehension. This affects their education, learning, self-esteem, physical and mental health, and puts additional pressure on families and education officials, including teachers and school administrators. Therefore, therapeutic interventions are necessary in this field. The present study aims to investigate the effectiveness of teaching story mapping strategies and reading comprehension in improving the reading skills of students with reading problems.
Literature Review
The story mapping strategy is a method that directs individuals' attention to the relevant elements of a story through a specific structure. The outlines for a story map serve as a guide for important information in the narrative. These outlines serve to engage children with the story and provide them with context. The review is organized under these subheadings.
Overall, the research suggests that the story mapping strategy can be an effective tool for improving students' reading comprehension and engagement with the story. It can be particularly beneficial for students with learning or language difficulties, as well as those with attention deficit hyperactivity disorder. Additionally, the use of mobile software and survey techniques can further enhance the effectiveness of this strategy. By providing students with a clear structure for understanding and organizing the elements of a story, educators can help them develop stronger comprehension skills and become more confident readers.
Methodology
This study used a single subject experimental design with baseline, and the statistical population consisted of third-grade students with reading difficulties in Yazd during the 2020-2021 academic year. Due to the limitations imposed by the corona pandemic, only four male students were selected using convenience sampling, but one participant dropped out, leaving three participants who attended 12 sessions. The WISC-IV and NAMA tests were used to screen and establish baseline measures for the participants. Data were analyzed using percentage of recovery and index of stable change calculations.
Results
The research findings showed that six reading skills improved, in the first and third participants, and eight skills improved in the second participant. All three participants showed significant growth in rhyming subtests, word comprehension, vowel removal, letter marks, and category marks. The first and second participants improved in reading non-words, while the second and third participants improved in comprehending text. These improvements were attributed, to the teaching of story mapping strategies and comprehension. Overall, the results suggest that teaching story mapping strategies and comprehension can improve most reading skills in students with reading difficulties.
Conclusion
According to the findings, in order to answer the research question, in each participant (3 male students), out of ten reading skills that were measured by the Nama test, six skills have improved in the first and third participant, and eight skills have improved in the second subject. All three participants in the sub-tests of rhyme, word comprehension, and elimination of sounds, letter signs and category signs jointly achieved significant growth and change in these skills. In addition, in the first and second participants, reading non-words has become meaningful, and in the second and third participants, understanding the text has become meaningful; that these changes were caused by teaching story mapping strategies and reading comprehension. Teaching story mapping and reading comprehension strategies can be used as an effective educational program to improve the reading skills of students with reading problems.
Keywords: Comprehension Strategy, Reading Problems, Reading Skills, Story Mapping.
roya Ebrahimi Asadabadi; Kazem Barzegar Bafroee
Abstract
The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between ...
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The aim of this study was to determine the mediating role of psychological resilience in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd in the academic year 2020-2021. The present study is a correlational study in which the relationships between research variables were analyzed in the form of examining the paths of a causal model. The study population was all teachers of exceptional schools in Yazd. The available sampling method was used to select 200 teachers from the population. The research instruments are Connor and Davidson Resilience Questionnaire (CD-RISC), Langer Mindfulness Questionnaire for teachers, and Creative Self-Efficacy Questionnaire (CSEQ). The results showed that the psychological resilience hypothesis has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd city. Mindfulness also, directly and indirectly, predicts creative self-efficacy in exceptional school teachers through its mediating role. Mindfulness also directly predicts resilience in exceptional school teachers, and resilience directly predicts creative self-efficacy in exceptional school teachers. It can be concluded that psychological resilience has a mediating role in the relationship between mindfulness and creative self-efficacy of teachers in exceptional schools in Yazd.
fahimeh rezaeipour; Taghi Jabbareefar; Kazem Barzegarbafrouee
Abstract
The purpose of this study was to compare the dimensions of attachment, fear of negative evaluation, social and academic adjustment based on different levels of academic achievement in students with visual impairment. Descriptive research design was causal-comparative. Participants of this study included ...
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The purpose of this study was to compare the dimensions of attachment, fear of negative evaluation, social and academic adjustment based on different levels of academic achievement in students with visual impairment. Descriptive research design was causal-comparative. Participants of this study included 211 people of students with visual impairment in undergraduate and postgraduate degrees in all universities of the country during the academic year of 1396 - 97. The snowball method was selected. In order to collect the research data, each participant completed the Collins' Attachment Scale (1996), A brief version of the Fear of Negative Evaluation Leary (1983) and Social and Academic Adjustment Subscales of the Student Adaptation to College Questionnaire Baker and Siryk (1984). Data analysis method was multivariate analysis of variance. The results showed that there was a significant difference between students in high and low academic achievement in all research variables (p<0/05). Also, there was a significant difference in anxiety and avoidance of attachment, fear of negative evaluation and social adjustment among students with moderate and lower academic achievement. In high and moderate educational groups, the differences in all variables were significant except for avoiding attachment and academic adjustment. Considering that people with visual impairment have an attachment, fear of negative evaluation and adjustment with more problems than sighted people, on the other hand, in today's advanced world, one of the symptoms of a person's success is his academic achievement, hence attention Social support for students with visual impairment is essential to their academic achievement.
mehdi zareiee hoseini abadi; morteza omidian
Abstract
This study examined the effect of communicational skills training on social anxiety in boys adolescents with intellectual disability in Yazd. The current investigation was experimental method and design of this study was pretest-posttest with control group type and the population included boys with intellectual ...
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This study examined the effect of communicational skills training on social anxiety in boys adolescents with intellectual disability in Yazd. The current investigation was experimental method and design of this study was pretest-posttest with control group type and the population included boys with intellectual disability 11-20 years intellectual disability special schools in Yazd in the academic year 2014-2015. The sample of this study included 40 students that randomly selected and divided into experiment and control groups (20 persons in each group). The instruments used in this study was La Greca Social Anxiety Scale for Adolescents (SAS-A). The communicational skills training program including 12 sessions of 50 minutes was carried to the experimental group. Descriptive statistics and inferential statistics such as covariance analysis was used for data analysis. The Results of this study showed that there is a significant difference between experiment and control groups among social anxiety and all its dimension (p<0/01). The obtained results of data analysis demonstrated that communicational skills training decreased social anxiety (58%) and its components [fear of negative evaluation; social avoidance and distress in new situations; and social avoidance and distress-general (59/30%)] in adolescents of experimental group in compare with control group. Therefore, the research suggests to emphasis on communicational skills training for student with intellectual disability.
zahra nazari; kazem barzegar
Abstract
The aim of this study was to examine the self-regulated learning education on executive functions and reading performance of dyslexic students in fifth grade of Yazd. The study population included all fifth students in Yazd in academic year 2015 – 2016 that were dyslexia. The research method was ...
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The aim of this study was to examine the self-regulated learning education on executive functions and reading performance of dyslexic students in fifth grade of Yazd. The study population included all fifth students in Yazd in academic year 2015 – 2016 that were dyslexia. The research method was experimental with pretest-posttest on two experimental and control groups. Sampling was done in two stages. 30 dyslexic students were diagnosed of being dyslexia by specialists of learning disability by use of sampling method were selected and divided into two experimental group (n = 15) and control one (n = 15). The research instrument for data collection was Coolidge neurological questionnaire and the checklist to diagnose dyslexia. Teaching self-regulated learning were conducted on experimental group during 14 sessions of 45 minute twice a week. Results of examining the hypothesis by use of analysis of covariance (significance level = 0/05) indicated that teaching self-regulated learning has effect on executive functions (planning, organizing and pregnancy) of dyslexic students and it has improved them. Self-regulated learning education can be used to improve executive functions of dyslexic students.
Abstract
Teacher beliefs about the nature of knowledge and knowing, play an important role in his behavior and consequently in beliefs and learning of his students. The purpose of this study was to explore the relationship between epistemological beliefs and teaching self-efficacy of teachers of students with ...
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Teacher beliefs about the nature of knowledge and knowing, play an important role in his behavior and consequently in beliefs and learning of his students. The purpose of this study was to explore the relationship between epistemological beliefs and teaching self-efficacy of teachers of students with special needs. 84 teachers working in special and learning disabilities schools were tested. Because of the small size, the entire statistical population were selected as sample. To measure the research variables, was used Bayless’s Epistemological Beliefs Questionnaire and Bandura’s teacher self efficacy. Data were analyzed by using Pearson correlation, multiple regression (enter method) and one-way analysis of variance. The findings showed that in level of 99 percent a reverse and significant relation was found between the scores of belief in innate ability (r=-0.356), simple Knowledge (r=-0.34) and certain knowledge (r=-0.29) with the score of teaching self-efficacy. Overall, dimensions of epistemological beliefs can explain 18% of the variance in teachers' teaching efficacy. Also, the results showed that the group of teachers of mentally retarded and blind-deaf, compared with groups of learning disabilities’ teachers, have more immature epistemological beliefs; and teachers of mentally retarded group compared with groups of teachers of learning disabilities, have lower teaching self-efficacy. Findings from this study make emphasize on the development of epistemological beliefs and the use of appropriate strategies for promotion of teachers’ teaching self-efficacy –particular– in group of teachers of mentally retarded students.
َ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