Elham Afruzeh; kourosh Amraei; Saeed Hasanzadeh; Mohammadparsa Azizi
Abstract
Due to the fact that dyslexic children have more difficulty in reading and comprehension than children who are average or above-average readers, so the purpose of this study is the Effectiveness of Visual and Auditory Perception Program on Fluency and Reading Perception in Students with Dyslexia disorder. ...
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Due to the fact that dyslexic children have more difficulty in reading and comprehension than children who are average or above-average readers, so the purpose of this study is the Effectiveness of Visual and Auditory Perception Program on Fluency and Reading Perception in Students with Dyslexia disorder. In this applied research, a single-subject research design and a multi-baseline design with different subjects were used. The statistical population studied in this study included all students with reading disorders in the second grade of elementary school who went to Tonekabon Health Learning Disorders Center in the academic year 2009-2010. The sample includes three students with reading disabilities who are selected by available means who were studying in different schools. First, the WISC-IV children’s Wechsler test, reading and dyslexia test (façade), and Researcher-made comprehension test were completed. The sessions were conducted by the researcher, after the end of the fifteenth session, and 1 month later (in order to evaluate the sustainability of the effectiveness of the educational program) The questionnaires were completed again by the children of both groups. The results showed that the training of visual-auditory perception has improved reading skills and comprehension in all subjects. So it seems that an audio-visual perception training program is a good intervention method to improve reading and comprehension. Promoting the health of students who are diagnosed with dyslexia, this intervention is an effective tool by which the reiterated goal can be achieved.
Abolghasem Shakiba; Ali Akbar Seyf; Hassan Asadzadeh; Soghra Ebrahimi Ghavam
Volume 3, Issue 9 , April 2013, , Pages 33-56
Abstract
The main purpose of this study isto examine the effect of local and global text cohesion on improving the reading comprehension of students with low and high prior knowledge. The subjects with high prior knowledge consist of 80 senior high school students(61 females, 19 males),and the subjects with low ...
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The main purpose of this study isto examine the effect of local and global text cohesion on improving the reading comprehension of students with low and high prior knowledge. The subjects with high prior knowledge consist of 80 senior high school students(61 females, 19 males),and the subjects with low prior knowledge are 80 senior high school students(70 females.10 males), who are randomly selected using multistage sampling method. Participants with high and low prior knowledge are randomly assigned into four groups. The reading materials of the group members consist of texts with low local and high global cohesion, high local and low global cohesion, low local and high global cohesion, and high local and global cohesion. The research instruments are:1)experimental text,2)comprehension test, and 3)prior knowledge test. The subjects should read the text and then answer the questions of reading comprehension test. The collected data are statistically analyzed. The results show that there is interaction between local and global text cohesion and the reader’s prior knowledge. High local and global cohesion text significantly improved comprehension, compared to the low local and global cohesion text. It is also found that readers who know little about the domain of the text benefit more from text with high local and global cohesion, whereas high-knowledge readers benefit from a minimally coherent text