The effect of providing specialized training for learning disabilities to teachers on dictation achievement of students with learning disabilities in third grade elementary school

Document Type : Research Paper

Authors

1 Associate Professor, Department of Educational Sciences, Payame Noor University

2 Assistant Professor, Department of Educational Sciences, Payame Noor University

10.22098/jld.2019.760

Abstract

This study was conducted with the aim of investigating the effect of providing specialized training for learning disabilities to teachers on dictation achievement of students with learning disabilities in third grade elementary school. For this purpose, using purposive sampling, 16 third grade elementary school teachers were chosen. Thirty one students with learning disorder (previously identified) were from their classes. They were then assigned to two experimental and control groups (8 teachers in each group). The experimental group participated in nine sessions of the learning disabilities training course. It should be noted that the dictation achievement of students with learning disabilities was measured before and after the teachers’ training course. ANCOVA results showed that the dictation achievement of students with learning disabilities whose teachers were in the experimental group was significantly better than other students.

Keywords


بهراد، بهنام. (1384). فراتحلیل شیوع ناتوانی­های یادگیری در دانش­آموزان ابتدایی ایران.پژوهش در حیطه کودکان استثنایی، 4، 436-417.
داوودی، محمد ( 1388) . نقش معلم در تربیت دینی. انتشارات پژوهشکده حوزه و دانشگاه، چاپ سوم.
دلاور، علی (1384). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی. تهران: رشد.
رحیمیان بوگر، اسحاق، و صادقی، احمد. (1385). شیوع اختلال خواندن در دانش­آموزان دبستانی. مجله روان­پزشکی و روان­شناسی بالینی ایران. 12 (4)، 54-66.
رحیمیان بوگر، اسحق(1391). پیش بینی کننده های جمعیت شناختی اختلالات یادگیری در دانش آموزان مقطع ابتدایی استان گلستان. مجله ناتوانی­های یادگیری، 1(2)، 35-48.
شهیم، سیما(1382). مقایسه مهارت­های اجتماعی و مشکلات رفتاری در دو گروه از کودکان عادی و مبتلا به اختلالات یادگیری در خانه و مدرسه. مجله روان شناسی و علوم تربیتی، 33(1)، 138-121.
نریمانی، محمد و رجبی، سوران(1384). بررسی شیوع و علل اختلالات یادگیری در دانش آموزان دوره ابتدایی استان اردبیل. پژوهش در حیطه کودکان استثنایی، 5(3)، 252-231.
نریمانی، محمد؛ رجبی، سوزان؛ افروز، غلامعلی و صمدی خوشخو، حسن(1390). بررسی کارآمدی مراکز ناتوانی­های یادگیری استان اردبیل در بهبود علایم اختلال یادگیری دانش­آموزان. فصل­نامه ناتوانی­های یادگیری، 1 (1)، 128-109.
Behrad, B. (2008). Meta-analysis of the prevalence of learning disabilities in elementary school students in Iran. Study on Exceptional Children, 4, 436-417.
Davis, j. M. & Broitman, J. (2011). A brief overview of nonverbal learning disorders. The Educational Therapist, 27(3), 5–10.
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4–15.
Karande, S.  (2005). Specific Learning Disability: The invisible handicap. Indian Pediatrics, 42, 315-319.
Kronbichler, M., Wimmer, H., Staffen, W., Hutzler, F., Mair, A., & Ladurner, G. (2008). Developmental dyslexia: Gray matter abnormalities in the occipitotemporal cortex. Human Brain Mapping, 29, 613–625.
Mabbott, D. J. & Bisanz, J. (2008). Computational skills, working memory, and conceptual Knowledge in older children with mathematics learning disabilities. Journal of Learning Disabilities, 41(1), 15-28.
Moats, L. (2007). Whole-Language High Jinks: How to Tell When“Scientifically-Based Reading Instruction” Isn. Thomas B. Fordham Institute, 33, 66-83.
Narimani, M. & Rajabi, S (2005). Prevalence and causes of learning disabilities in elementary school students in Ardebil province. Research in the field of exceptional children, 5 (3), 252-231.(Persian).
Narimani, M., Rajabi, S., Afrouz, Gh., Samadi Khoshkhoo, H. (2011). The Effectiveness of Learning Disabilities Centers on Improving Learning Disabilities in Students. Journal of Learning Disabilities, 1 (1), 109-128. (Persian).
Rahimian Booger, I. & Sadeghi, A. (2009). The prevalence of reading disorder in schoolchildren. Iranian Journal of Psychiatry and Clinical Psychology. 12 (4), 54-66. (Persian).
Reid, D. K., & Valle, J.W. (2004). The discursive practice of LD: Implications for instruction and parent-school relations. Journal of Learning Disabilities, 37, 466–481.
Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading.The Journal of Educational Research, 95(5), 259–272.
Ruth, S., Shalev, R.S., & Gross – Tsur, V. (2001). Developmental dyscalculia. Pediatric Neology, 24(5), 337-342.
Schiff, R., Bauminger, N., & Toledo, I. (2009). Analogical problem solving in children with verbal and nonverbal learning disabilities. Journal of Learning Disabilities, 42, 3–13.
Seidman, L.J., Biederman, J., & Stephan, A. (2006). Neuropsychological functioning in girls with Attention-Deficit/Hyperactivity Disorder with and without learning disabilities. Cognition, 102 (3), 361-395.
Shalev, R.S., Aurbach, J., Manor, O. & Gross- tsur, V. (2000). Developmental dyscalculia: Prevalence and prognosis. European child and Adolecent Psychiatry, 9(1,2), 58-64.
Sharma, M. (2003).Dyscalculia Mathematics institute, Cambridge College.
Roberts, C., & Zubrick, S. (1992). "Factors influencing the social status of children with mild academic disabilities in regular classroom". Exceptional Children, 59, 192-202
Pennington, B. (2009). Diagnosing learning disorders (2nd ed.). New York, Guilford Press. Reid, D. K., & Valle, J.W. (2004). The discursive practice of LD: Implications for instruction and parent-school relations. Journal of Learning Disabilities, 37, 466–481.