Alireza Sangani; Negin Khoshvaght; Alireza Homayouni
Abstract
Learning disorder is affected by many communication variables and focuses on sensory processing in children; therefore, the purpose of this study was to determine the mediating role of sensory processing patterns in the relationship between parental parenting styles and Learning Disorder in children. ...
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Learning disorder is affected by many communication variables and focuses on sensory processing in children; therefore, the purpose of this study was to determine the mediating role of sensory processing patterns in the relationship between parental parenting styles and Learning Disorder in children. The method of research was correlation based on modeling, a type of path analysis. The study population included all children with learning disorder 7 to 10 years old in Tehran, That using Klein's method (2010), 437 children were selected by available sampling method. And the children's mothers responded to, Colorado Willcutt et al. Learning Disorder Questionnaire (2011), Dunn's Sensory Profile (1999) and Baumrind's parental parenting styles (1973). And evaluation of the model was done using the path analysis method. The findings showed that sensory processing patterns have a mediating role in the relationship between parental parenting styles and Learning Disorder in children. In general, sensory processing patterns and parental parenting styles had predictive power (R2 = 0.70) of learning disorder variable. These findings show that learning disorder is strongly influenced by parental parenting styles. And sensory processing patterns have an indirect impact on learning disorder that can provide many practical implications for therapists to improve children's learning disorder.
Mahdi Abdollahzadeh Rafi; Mahsa rahimzadeh
Abstract
The purpose of the present study was determining the most effective speed naming tasks for discrimination of Persian language students with and without dyslexia. In a causal-comparative design, all 77 students with dyslexia who had the criteria to enter the study were selected, and 77 normal students ...
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The purpose of the present study was determining the most effective speed naming tasks for discrimination of Persian language students with and without dyslexia. In a causal-comparative design, all 77 students with dyslexia who had the criteria to enter the study were selected, and 77 normal students who were similar with the dyslexic group in terms of age, gender, and intelligence were also selected as available. Data was collected using a diagnostic Reading Test (Shirazi, & Nilipour, 2005), Raven Intelligence Test (Raven, 1956) and Rapid Automatized Naming Tasks (Denckla, & Rudel, 1976). To analyze the data, the independent T test and discriminative analysis method were used. Results show that students with dyslexia perform significantly less than normal students in rapid automatized naming tasks (p <0.0001); also, the coloring shape rapid automatized naming tasks was the most effective in distinctive students with and without dyslexia; therefore, rapid automatized naming tasks, especially coloring shape rapid automatized naming tasks, could be used to discrimination students with and without dyslexia.
hojat pirzadi
Abstract
Objective: The current article studies the effective intervention procedures in the context of the behavioral model, Precision Teaching (PT) for children and adolescent with learning or reading disabilities. Methods: Articles and materials were studies by searching some relevant terms such as precision ...
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Objective: The current article studies the effective intervention procedures in the context of the behavioral model, Precision Teaching (PT) for children and adolescent with learning or reading disabilities. Methods: Articles and materials were studies by searching some relevant terms such as precision teaching, evidence-based methods/intervention, best practices, and learning disability/disorder. In addition, some domestic studies were extensively reviewed. Rsults: Results indicated that effective interventions in the area of reading difficulties were found in the context of behavioral paradigm. One of the prevalent procedure was PT that has much commonalities with “response to intervention”. PT has some exclusive features such as continuous assessment of student performance, recording and presentation of student performance on a chart, and making educational, and academic decisions based on the performance of students which makes this method more effective for students with reading disabilities. Conclusion: Accordingly, we conclude that PT is an effective method in teaching students with learning disabilities. This technique has attracted investigators and professionals attention due to its special advantages in instruction. Theoretical foundation, principle conceptualization and definition of this technique are elaborated.