Document Type : Research Paper
Authors
Abstract
The aim of this research is to investigate into the efficacy of working memory training on executive functions and academic performance of students with spelling learning disability. In this semi-experimental research, 30 3rd grade elementary female students with spelling learning disability are selected through multistage random sampling. These students are randomly assigned into two groups (one experimental group and one control group, each consisting of 15 students). The instruments used in the study are NEPSY test, Wechsler Intelligence Scale for Children (WISC), Checklist for Identifying Students with Spelling Learning Disability, Clinical Interview and Spelling Academic Performance Test. The data was analyzed by Analysis of Covariance. The findings indicated that working memory training can improve executive functions and spelling performance of students. So in can be concluded that working memory training can be used as an intervention method in improvement of executive functions and spelling difficulty in students with spelling learning disability.
Keywords
انجمن روانپزشکی امریکا (2000). متن تجدیدنظر شده راهنمای تشخیصی و آماری اختلال‌های روانی. ترجمه محمد رضا نیکخو و هامایاک آوادیس‌یانس. (1384). تهران: انتشارات سخن.
استرنبرگ، ر (بی‌تا). روانشناسی شناختی. ترجمه کمال خرازی و الهه حجازی. (1387). تهران: سازمان مطالعه و تدوین کتب علوم انسانی دانشگاه.
بشاورد، س. (1382). آموزش ترمیمی برای دانش‌آموزان نارسانویس. تهران: پژوهشکده کودکان استثنایی.
شهیم، س. (1383). مقیاس تجدید نظر شده‌ی هوشی وکسلر برای کودکان/انطباق و هنجاریابی. شیراز: انتشارات دانشگاه شیراز.
عابدی، ا. (1386). هنجاریابی آزمون عصب روانشناختی نپسی (NEPSY) و اثر بخشی مداخله‌ی به موقع درکودکان مبتلا به ناتوانی‌های یادگیری تحولی پیش از دبستان. پایاننامه دکتری روانشناسی دانشگاه اصفهان .
عابدی، ا و آقابابایی، س. (1390). اثر بخشی آموزش حافظه کاری بر بهبود عملکرد تحصیلی کودکان با ناتوانی یادگیری ریاضی، مجله روان شناسی بالینی، سال دوم، شماره‌ی 4، 81-73.
گورمن، ج. (بی‌تا). اختلالات عاطفی و ناتوانی‌های یادگیری در کلاس‌های ابتدایی. ترجمه حجتالله راغب (1384). تهران: پژوهشکده کودکان استثنایی.
میرمهدی، ر؛ علیزاده، ح و سیف نراقی، م. (1388). تأثیر آموزش کارکردهای اجرایی بر عملکرد ریاضیات و خواندن دانش‌آموزان دبستانی با ناتوانی‌های یادگیری ویژه. پژوهش در حیطه کودکان استثنایی، 9 (1)، 12 -1.
Baddeley, A. D. (2000). The episodic buffer: A new component in working memory? Trends in Cognitive Sciences, 4, 417–423.
Baddeley, A. D. (2006). Working memory: An overview. In S. J. Pickering (Ed.), Working memory and education (pp. 1–31). Burlington, MA: Academic Press.
Comblain, A. (1994). Working memory in Down’s syndrome: Training the rehearsal strategy. Down Syndrome: Research and Practice, 2, 123–126.
Dehn, M. J. (2008). Working memory and academic learning. New Jersey: Wiley.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities (from identification to intervention). New york: The Guilford press.
Holmes, J., Gathercole S.E., & Dunning D.L.)2009). Adaptive training leads to sustained enhancement of poor working memory in children. Journal of Developmental Science. (4):9-15.
Hooper, S. R., Swartz, C. W., Wakely, M. B., de kruif, R. E., & Montgomery, J. W. (2002). Executive function in elementary school children with and without problems in written expression. Journal of Learning Disabilities, 1,57- 68.
Jeffrie, S. & Everatt, J. (2004). Working memory: its role in dyslexia and other specific learning difficulties. Dyslexia 10, 196-214.
Kehler, P. M. (2006). Strategy training and working memory task performance in students with learning disabilities. University of California.
Kellogg, R.T. (2001). Competition for working memory among writing processes. American Journal of Psychology, 114, 175-191.
Kellogg, R.T., Olive, T., Piolat, A. (2007). Verbal, visual and spacial working memory in written language production. Acta Psychological, 124, 297-382.
Kibby M., Marks W., Morgan S. & Long C. (2004). Specific impairment in developmental reading disabilities: a working memory approach. Journal of Learning Disabilities 37, 349–63.
Kirk,S.A., Gallagher,J.J., Anastasiow,N.J, & Coleman,M.R. (2006). Educating exceptional children. Boston:Houghton Mifflin.
Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlstrm, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005). Computerized training of working memory in children with ADHD: a randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 177–186.
Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24,781–791.
Korkman, M., Kirk, U., & Kemp, S. (1998). NEPSY: A developmental neuropsychological assessment. San Antonio,TX: The Psychological Corporation.
Lerner, J. W. (2003). Learning disabilities: theories, diagnosis and teaching strategies. Boston: Houghton Mifflin.
Mattison, R.E., & Mayes, S.D. (2012). Relationships between learning disability, executive function, and psychopathology in children with ADHD. Journal of Attention Disorder, (2), 138-46.
McNamara, D. S., & Scott, J. L. (2001). Working memory capacity and strategy use. Memory & Cognition, 29, 10–17.
Meltzer, L. (2007). Executive Function in Education (frome theory to practice). NewYork: The Guilford Press.
Minear, M., & Shah, P. (2006). Sources of working memory deficits in children and possibilities for remediation. In S. J. Pickering (Ed.), Working memory and education (pp. 273–307). Burlington, MA: Academic Press.
Nathan, A. M. (2009). The impact of executive function skills on writing: a comparison of fifth-grade students with learning disabilities and students with typical development. University of Nevada.
Olesen, P. J., Westerberg, H., & Klingberg, T. (2004). Increased prefrontal and parietal activity after training of working memory. Nature Neuroscience, 7, 75–79.
Pickering, S. J., & Gathercole, S. E. (2004). Distinctive working memory profiles in children with special educational needs. Educational Psychology, 24, 393–408.
Sayala, S. (2007). The effects of working memory practice on information representation. University of Johns Hopkins.
Swanson, H. L. & Berninger, V. W. (1996). Individual diffrences in children working memory and writing skill. Journal of Experimantal Child Psychology, 63, 358-385.
Swanson, H. L., Kehler, P., & Jerman, O. (2010). Working memory, strategy knowledge, and strategy instruction in children with reading disabilities. Journal of Learning Disabilities, 43 (1), 24-47.
Takeuchi, H., Sekiguchi, A., Taki, Y., Yokoyama, S., Yomogida,Y., Komuro, N., Yamanouchi, T., Suzuki, S., & Kawashima, R. (2010). Training of working memory impacts structural connectivity. Journal of Neuroscience, 30(9), 3297-3303.
Toll, S.W.M., Van der Ven, S.H.G., Kroesbergen, E.H., & Van Luit, J.E.H. (2011). Executive Functions as Predictors of Math Learning Disabilities. Journal of Learning Disabilities, (44), 521-532.
)