An examination of the effectiveness of neuropsychological and
content-based training methods in the remediation of
mathematics disorder
M
Amani
Ph.D.student of psychology,Bojnord University
author
U
Barahmand
Associate Professor of Psychology, University of
Mohaghegh Ardabili
author
M
Narimani
Professor of Psychology, University of Mohaghegh Ardabili
author
text
article
2012
per
The goal of this study was to determinethe effectiveness of a neuropsychological methodand content-based training in the remediation ofmathematics disorder in students of grades 2 to 5 inelementary schools of Ardabil. Sixteen studentswho had received a diagnosis of arithmetic disorderbased on a clinical interview, an intelligence testand a standardized arithmetic battery, At the firstreceived individually neuropsychological tasks in15 sessions and content-based instruction in 10sessions. Standardized arithmetic battery and itsparallel form were used for evaluation ofmathematics performance students in pre and posttest. Results showed that students performed instandardized arithmetic battery in post test betterthan pre test. The obtained findings underscore theimportance practice with neuropsychological tasksthat strength memory and attention can remedyarithmetic learning in children with mathematicsdisorders.
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
1
v.
2
no.
2012
6
21
https://jld.uma.ac.ir/article_94_3e1f0c01e04453fd09b9b799a9f3b07c.pdf
dx.doi.org/jld-1-2-91-1-1
elementary students, Golestan State,
learning disorders, socio-econimic status
I
Rahimian Boogar
Assistant professor of Clinical
Psychology, Semnan University
author
text
article
2012
per
The purpose of this study was toinvestigate the demographical predictors of learningdisorders for elementary students in Golestan State.In a retrospective cross-sectional study, numbers of702 elementary students from two grade two to fivegrade of golestan province were selected bymultistage clustering sampling method andcompleted Demographical information questionnaire,The Wechsler Intelligence Scale for Children-Revised (WISC-R), The Myklebust Rating Scale toassess overall learning disabilities along with clinicalinterview. Data analyzed by Chi-square and enterbinary Logistic Regression with PASW software.Results showed that socio-economic Status andresidiency location significantly able to differentiatestudents with learning disorders from those withoutlearning disorders. The total regression modelshowed that 96.9% of this sample was classifiedcorrectly. lower socio-economic status and residiencyin rural areas have contribution in incidence of totallearning disorders and predicted the greater variationin probability of having the learning disorders. Theseresults have applied implications for interventionprogramming and remedial training for learningdisorders.
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
1
v.
2
no.
2012
22
42
https://jld.uma.ac.ir/article_95_a8b81bab5703af8dc49c5c9d4da7a2e0.pdf
dx.doi.org/jld-1-2-91-1-2
A comparison of social, emotional and educational adjustment
and self-regulated learning in students with and without learning
disabilities
A
Zahed
Assistant Professor of Educationa Sciences,University of Mohaghegh Ardabili
author
S
Rajabi
MA. Student of Psychology, University of Mohaghegh Ardabili
author
M
Omidi
MA. Student of Psychology
author
text
article
2012
per
The purpose of this study was to comparethe social, emotional, and educational adjustment aswell as self-regulation of learning in students with andwithout learning disabilities. This is a comparativecase-control study. The statistical universe of thisresearch includes all 14-16 year-old male students withand without learning disabilities in Ardabil city duringthe academic year of 1390-1391 (A.H.). The researchsubjects consisted of 40 male students (aged 14 to 16years) with learning disabilities selected by simplerandom sampling and 40 normal students matched onage, birth order, socioeconomic status). To collect data,questionnaires regarding students’ adjustment and selfregulationin students’ learning were used. The resultsof multivariate analysis of variance showed that thereis a significant difference between the two groups ofstudents in terms of social, emotional, and educationaladjustment as well as self-regulation of learning. It canbe concluded that children with learning disabilities,have higher rates of social, emotional and academicproblems and conflicts, which are usually ignored inschools. Furthermore, managing self-regulation plays akey role in the academic achievement of children,adolescents and adults.
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
1
v.
2
no.
2012
43
62
https://jld.uma.ac.ir/article_96_f7fc02af454ad636ca1c48a43a3d2a1a.pdf
dx.doi.org/jld-1-2-91-1-3
Prevalence of learning disabilities in first and second grade
students of elementary school in Chaharmahal Va bakhtiari
Province
A.A
Sharifi
Faculty Member of Psychology, Payam-NourUniversity
author
R
Davari
MA in Educational Psychology, Payam-Nour University
author
text
article
2012
per
This study has aimed to investigate thePrevalence of learning disabilities among first andsecond grade students at elementary school inchaharmahal va bakhtiari province (Iran). Method ofthis research is descriptive. 415 students (209 boysand 206 girls) were selected by a cluster sampling.Subjects were measured with three tests, KeyMathDiagnostic Arithmetic Test, phonological awarenessand writing disorder test. Data analysis was carriedout using descriptive statistical methods, and chisquaretest. results indicated that 5.42 percent of firstgrade students and 7.55 percent of second gradestudents suffered from reading disorder. Also theprevalence of dyscalculia among first grade andsecond-grade students was 6.9% and 7.5%respectively. According to this results, 7.69% ofmale and 6.06 % of female in first grade students and8.57% of male, and 6.54% of female in second gradestudents have writing disorder. Difference betweenprevalence of reading disorder in the female andmale students was statistically significant, and agreater number of male students having a readingdisorder, But the difference between prevalence ofdyscalculia and dysgraphia in female and malestudents was not statistically significant. Theprevalence of learning disabilities among first andsecond grade students in chaharmahal va BakhtiariProvince is relatively high. And reading disorder ismore prevalent in male students than femalestudents.
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
1
v.
2
no.
2012
63
76
https://jld.uma.ac.ir/article_97_7d28b9c3cc7d5ca15fb04d4462f934b7.pdf
dx.doi.org/jld-1-2-91-1-4
The impact of teaching active metacognitive thinking-oriented
strategies and self monitoring on realing comprehension of
students with the reading difficulties
B
Ghobari-Bonab
Corresponding Author: Associat Professor of Psychology, Tehran University
author
Gh
Afrooz
Professor of Psychology, Tehran University
author
S
Hasanzadeh
Assistant Professor, Tehran University
author
J
Bakhshi
MA.student of Psychology, Tehran University
author
H
Pirzadi
MA.student of Psychology, Tehran University
author
text
article
2012
per
Metacognitive strategies including SQP4Rand self monitoring are used to improve readingcomprehension in students with reading difficulties.The aim of the current study was to study thecombined effects of SQP4R and self monitoring onreading comprehension of students with readingproblems. To fulfill the stated goal, thirty studentswith reading problems were selected on the basis ofmultistage sampling procedure and divided randomlyinto experimental and control groups. Theintervention program consisting of self monitoringand SQP4R procedure was implemented during eight“sixty minute” sessions. Instruments that were usedfor data collection were Raven's ColouredProgressive Matrices Test, Reading and DyslexiaTest and Reading Comprehension Test. Analysis ofdata using Multivariate Analysis of Covariance(Mancova) revealed significant differences betweenexperimental and control groups after removing theeffect of pretests as covariates. Therefore, it wasconcluded that a combination of SQP4R and selfmonitoring can improve the reading comprehensionof students with reading difficulties.
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
1
v.
2
no.
2012
77
97
https://jld.uma.ac.ir/article_98_e1b9c338488a8c2b526def103bec4039.pdf
dx.doi.org/jld-1-2-91-1-5
The effectiveness of cognition-promoting software on executive
functions, response inhibition and working memory of childern
with dyslexia and attention dificit/ hyperactivity
H
Ghamari Givi
Associate Professor of Pesychology,
University of Mohaghegh Ardabili
author
M
Narimani
Professor of Psychology, University of Mohaghegh Ardabili
author
H
Mahmoodi
Ph.D.student of Psychology, University of Mohaghegh Ardabili
author
text
article
2012
per
The present study is examined theeffectiveness of the software to promoteunderstanding of response inhibition andworking memory in children with dyslexia andattention deficit-hyperactivity. The studypopulation consisted of all male children, withattention deficit/ hyperactivity and dyslexia arebetween the ages of 9 to 12 years, Who areeducated in the city of Ardabil. Sample of 30male children with attention disorders deficit/hyperactivity and 30 children with dyslexia and30 controls who were randomly selected. RavenColored Matrices test instruments,questionnaires Kvnrz, Test of reading disorders,cognitive advance of computer software, test thehearts and flowers and are a visual search test.The results showed that advance the applicationof cognitive skills, working memory andinhibitory response on the children's attentiondeficit/ hyperactive children with dyslexia andhas had a positive effect
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
1
v.
2
no.
2012
98
115
https://jld.uma.ac.ir/article_99_7ce10fd238216e109afb469cb98816b5.pdf
dx.doi.org/jld-1-2-91-1-6
A preliminary study of the clock drawing pattern in children with
and without dyslexia
K
Ganji
Assistant professor of Psychology,
Islamic Azad University, Malayer Branch
author
R
Zabihi
Assistant Professor, Department of Guidance & Counseling,
Islamic Azad University (IAU), Islamshahr Branch
author
R
Khodabakhsh
Assistant professor, Alzahra University
author
text
article
2012
per
The purpose of this research was todetermine of clock drawing pattern in children withand without developmental dyslexia, and to assessthe usage of clock drawing test as a screeningmeasure in Iranian children population. The methodof this research was expose facto with matchedgroup which included 53 children withdevelopmental dyslexia and 53 normal controlages9-11 years, matched for age, gender, handedness,grades and IQ. They were selectedthroughaccesssampling method. Participants were selectedafter completed the teacher’s and parent's form ofCSI-4,WISC-R and structured interview according toDSM-IV-TR. Conceptualization of time andconstruction of the clock face drawing were assessedseparately using Cohen, Ricci, Kibby& Edmondsscoring system normed on school-age children.Datawere analysesby MANOVA. The result showed thatchildren with developmental dyslexia, performedsignificantly poorer than controlsin clockconstruction and placements of hands. Thequalitative analysis of performance revealed errorsthat were subsequent to poor planning during taskexecution. According to quantitative and qualitativeanalyses of differences between clock drawingpattern in children with and without developmentaldyslexia , the clock drawing test is useful screeningmeasure, as well as a valuable addition to acomprehensive neuropsychological evaluation inchildren with developmental dyslexia
Journal of Learning Disabilities
University of Mohaghegh Ardabili
2251-8673
1
v.
2
no.
2012
116
139
https://jld.uma.ac.ir/article_100_0adaecf21ac384e6c73e3da185558424.pdf
dx.doi.org/jld-1-2-91-1-7