The effectiveness of teaching self-monitoring of attention on academic performance and attention in students with reading difficulties

Authors

1 M. A. Psychology of Exceptional Children, University of Tehran

2 Professor of Psychology of Exceptional Children, University of Tehran.

3 Professor of Psychology of Exceptional Children, University of Tehran

10.22098/jld.2019.820

Abstract

monitoring of attention on academic performance and enhancement of attention in students with reading difficulties. Four fourth grade female students with reading difficulties were selected from a normal elementary school from Educational District Six of Tehran, Iran as participants. Research design was single subject (multiple baseline) design with different subjects. The instruments of this research were Wechsler Intelligence Scale for Children, Jordan's Attention Deficit Disorder questionnaire (teacher and parents form), and Reading and Dyslexic Tests. In order to measure academic performance of students, a researcher-made fluent reading test was used. The study was conducted in three stages including baseline, intervention and generalization. In order to analyze the data, visual analysis and influence index calculation were used. The comparison of subjects’ performance in three stages of baseline, intervention and generalization indicated that the self-monitoring training has enhanced all four subjects’ academic performance and attention and, moreover, this resulted in the extension of learning vocabulary and new texts that have not been learnt. Considering the effectiveness of self-monitoring of attention on academic performance and attention in students with reading difficulties, it is recommended for the educators of elementary schools to use the results of this study to increase attention and improve educational efficiency of students with reading difficulties.

Keywords


اشتری‌زاده، لی‌لی و علی‌پور، احمد (1382). تأثیر آموزش راهبرد خودنظارتی در دانش‌آموزان دارای اختلال نقص توجه شهر تهران. پژوهش در حیطه کودکان استثنایی، 4، 222-207.
اهرمی، راضیه؛ شوشتری، مژگان؛ گلشنی‌منزه، فرشته و کمرزرین، حمید (1390). اثربخشی آموزش دقت بر توانایی خواندن دانش‌آموزان نارساخوان پایه سوم ابتدایی شهر اصفهان. فصلنامه روانشناسی افراد استثنایی، 3، (1)، 154-140.
بخشی، جعفر (1390). تاثیر آموزش راهبردهای فراشناختی بر افزایش درک مطلب دانش‌آموزان با مشکلات خواندن. پایان‌نامه کارشناسی ارشد. دانشکده روانشناسی و علوم تربیتی. دانشگاه تهران.
تقی زاده، سارا؛ نریمانی، محمد؛ صادقی هشجین، گودرز و بشرپور، سجاد. (1397). اثر بخشی آموزش ادراک دیداری بر بهبود توجه دانش‌آموزان مبتلا به اختلال نارسایی توجه/ بیش‌فعالی. مجله ی روان شناسی مدرسه، 7(1)، 102-120.
ذکایی، مریم و غباری‌بناب، باقر (1382). درمان اختلال توجه در کودکانی که اختلال یادگیری دارند و تاثیر آن بر پیشرفت تحصیلی. فصلنامه تازه‌های روان‌درمانی، 9، 34-33.
سهرابی، نادره؛ به‌پژوه، احمد و غباری بناب، باقر (1389). کفایت روانسنجی مقیاس شاخص‌های اختلال کاستی توجه جردن، مجلۀ روش‌ها و مدل‌های روان‌شناختی، 1، 1، 80-63.
شهیم، سیما (1385). مقیاس تجدید نظر شدۀ هوشی وکسلر برای کودکان، دستور کار و هنجارها. چاپ چهارم. شیراز: انتشارات دانشگاه شیراز.
شیخ الاسلامی، علی. (1396). اثربخشی آموزش راهبردهای یادگیری شناختی و فراشناختی بر اهمال‏کاری تحصیلی دانش‌آموزان با پیشرفت تحصیلی پایین. مجله ی روان شناسی مدرسه، 6(3)، 65-84.
طاهرزاده قهفرخی، سجاد؛ ابراهیمی‌قوام، صغری؛ درتاج، فریبرز و سعدی پور، اسماعیل. (1395). مقایسه اثربخشی مداخله‌ فراشناختی و خودآموزی‌کلامی مایکنبام بر اضطراب‌امتحان دانش‌آموزان دختر‌ دبیرستانی. مجله ی روان شناسی مدرسه، 5(1)، 48-64.
عابدی، احمد؛ پیروز ‌زیجردی، معصومه و یار‌محمدیان، احمد (1391). اثربخشی آموزش توجه بر عملکرد ریاضی دانش‌آموزان با ناتوانی یادگیری ریاضی. مجله ناتوانی‌های یادگیری، 2، (1)، 106-92.
فتحعلی‌پور، غلامحسن (1392). اثربخشی آموزش مهارت‌های خودنظارتی توجه بر افزایش توجه و درک مطلب در دانش‌آموزان با مشکلات خواندن. پایان‌نامه کارشناسی ارشد. دانشکده روانشناسی و علوم تربیتی. دانشگاه تهران.
کرمی‌نوری، رضا و مرادی، علیرضا (1387). آزمون خواندن و نارساخوانی، تهران: جهاد دانشگاهی.
میرنسب، میر محمود؛ فتحی‌آذر، اسکندر و گل‌پرور، فرشته (1389). اثربخشی آموزش خودنظارتی توجه بر عملکرد حل مسئله ریاضی دانش‌آموزان پسر پایه چهارم ابتدایی دچار ناتوانی ریاضی. فصلنامه روانشناسی کاربردی، 4، 3، (15)،45-14.
نریمانی، محمد؛ سلیمانی، اسماعیل و تبریزچی، نرگس. (1394). بررسی تأثیر توانبخشی شناختی بر بهبود نگه­داری توجه و پیشرفت تحصیلی ریاضی دانش آموزان دارای اختلالADHD.  مجله‌ی روان­شناسی مدرسه، 4(2)، 118-134
Abedi, A., Pirouz Zijardi, M., & Yarmohammadian, A (2012). The Effectiveness of Attention Education on Mathematical Performance of Students With Mathematical Learning Disabilities. Journal of Learning Disabilities. 2, (1), 92-106. (Persian).
Ahromi, R., Shooshtari, M., Golshani monazah, F., & Kamar zarin, H (2011). The Effectiveness of Accuracy Education on the Reading Ability of Third-GRADE Dyslexic Students in Esfahan. Journal of Exceptional People Psychology, 3, (1), 140-154. (Persian).
Ashtarizadeh, L., & Alipour, A (2003). The Impact of Sef- monitoring Strategy Training on Students with Attention Deficit Disorder in Tehran. Research in Exceptional Children, 4, 207-222. (Persian).
Bakhshi, J (2011). The effect of teaching metacognitive strategies on increasing reading comprehension  Students with reading difficulties. Master thesis. Faculty of psychology and Educational Sciences. University of Tehran. (Persian).
Barger-Anderson, R. Domaracki, J. W., Kearney-Vakulike, N., & Kabana, R. M. (2004). Multiple base line designs: the use of a single –case experimental design in literacy search. Reading Improvement, (4)14, 217-225.
Camalahan, F. M. G (2006). Effects of a metacognitive reading program on the reading achievement and metacognitive strategies of students with cases of dyslexia. Journal Education Resourses Information Center, 43(2), 77-93.
Chappell, J. C., Stephens, T. L., Kinnison, L., & Pettigrew, J. D. (2009). Educational Diagnosticians’ Understanding of Phonological Awareness, Phonemic Awareness, and Reading Fluency, Assessment for Effective Intervention, 35(1), 24-33.
Charo, S. G., Jimi, S., Vyas, H. N., Bardot, M. J., & Divvying, H. S. (2011). Dyslexia: the Developmental Reading Disorder. International Pharmaceutical Science.
Chauhan, P. S., (2016). Reading Skills? Its Goals and different techniques of teaching reading, other techniques its purpose, Importance of effective Reading Skills, International Journal of English Research, 2 (4), 29-32.
Cortiella, C. &  Horowitz, S.H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.
Decker, M. M., & Buggy, T. (2014). Using Video Self- and Peer Modeling to Facilitate Reading Fluency in Children with Learning Disabilities, Journal of Learning Disabilities, 47 (2), 167-177.
Fathalipour, Gh (2013). Effectiveness of attention self-monitoring skills training on increasing attention and comprehension in students with reading problems. M. Sc. Faculty of Psychology and Educational Sciences. University of Tehran. (Persian).
Goodman, J., Holifield, C., Hazelkorn, M. & Heflin, J. (2010). Using self-monitoring to increase attending to task and academic accuracy in children with autism. Hammill Institute on Disabilities Reprints and Permission, 25 (4) 230-238.
Hager, J. L., (2017).The Relationship of Reading Self-Efficacy and Reading Achievement in Second Grade Students, Graduate Student Theses, Dissertations, & Professional Papers. 11062.
Hajizadeh, M. & Habibpour, S. (2012). The Efficiency. Self- monitoring Strategy Education on The Increase in attention and performance about mathematics of students versus Attention Deficit and Hyperactivity. World Applied Science Toumal, 16. (10), 1432-1436.
Hallahan D. P., Hudson K.G. (2002). Teaching tutorial 2: Self-monitoring of attention. Virginia: University of Virginia, Division for Learning Disabilities of the Council for Exceptional Children.
Hallahan, D. P., & Kauffman, J. M. (Eds). (2011). Hand-book of special education. Routledge.
Hallahan, D., Lloyd, J., Kneedler. R. & Marshall, K. (1982). A Comparison of the effects of self-versus teacher assessment of on-task behavior. Behavior Therapy, 13, 714-723.
Harris, K. R, Friedlander B. D., Saddler, B. Frizzelle, R., & Graham, S. (2005). Self-Monitoring of Attention versus Self-Monitoring of Academic Performance: Effects among Students with ADHD in the General Education Classroom. The Journal of Special Education, 39 (3), 145-157.
Holifield , C. Goodman , J. Hazelkorn ,M & Heflin , L.J (2010).Using self- monitoring to
increase attending to task and academic accuracy in children with autism. Focus on autism and other developmental disabilities. 25 (4) 230- 238.
Joseph,L.M , & Eveleigh, E. L (2011). A review of the effects of self- monitoring on reading performance of students with disabilities.The journal of special education, 45 (1) 43-53.
Koromi Noori, R., & Moradi, A (2008). Reading and Dyslexia Test, Tehran: Academic Jahad. (Persian).
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teacher's knowledge of language and reading. Annals of Dyslexia, 53, 1-14.
Maughan, B. (2009). Persistence of literacy problems: spelling in adolescence and at mid-life. Journal of Child Psychology and Psychiatry, 50 (10), 893–901.
Mirnasab, M., Fathi Azar, E., & Golparvar, F (2010). The Effectiveness of Attention Self-monitoring Training on Math Problem Solving Performance in Elementary Fourth Grade Male Students with Math Disability, Journal of Applied Psychology, 4,3,(15), 14-45. (Persian).
Montague, M. (2007). Self-regulation and mathematics instruction. Learning Disabilities Research & Practice, 22 (1), 75-83.
Narimani, M., Soleymani, E. & Tabrizchi, N. (2015). The effect of cognitive rehabilitation on attention maintenance and math achievement in ADHD students. Journal of School Psychology, 4(2), 118-134. (Persian).
Olive, M. L., & Smith, B. W. (2005). Effect size calculations and single subject designs. Educational Psychology, 25 (2-3), 313-324.
Pijpker, C. (2013). Reading performance of dyslexics with a special font and a colored background. Faculty of Behavioral Sciences Department of Instructional Technology Master track Psychology of Learning Sciences, University of Twente.
Rafferty , L. A. (2012). Self- monitoring during whole group reading instruction: effects among students with emotional and behavioral disabilities during summer school intervention sessions. Emotional and behavioural difficulties, I first Article, 1-17.
Seidman, L., J. (2006). Neuropsychological functioning in people with adhd across the lifespan. Clinical psychology review, 26 (4), 466-485.
Shahim, S (2006).Wechslers revised IQ for Children, agendas and norms. Fourth edition. Shiraz: Shiraz University Press. (Persian).    
Shapiro, E. S., & Kratowill, T. R. (2003). Conducting School based assessments of children and adolescent Behavior. New York: Guilford Press.
 Shimabukuro, S. M., Prater, M. A., Jenkins, A. & Edelen-Smith. P. (1999).  The Effects of Self-monitoring of Academic Performance on Students with Learning Disabilities and ADD/ ADHD. Education and Treatment of Children, 22 (4), 397-414.
Smart, D., Prior, M., Sanson, A., & Oberklaid, F (2001). Children with reading difficulties: A six-year follow-up from early primary school to secondary school. Australian Journal of Psychology, 53 (1), 45 – 53.
Sheykholeslami, A. (2017). The effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement. Journal of School Psychology, 6(3), 65-84. (Persian).
Sohrabi, N., Beh Pajooh, A., & Ghobari Bonab, B (2010). Psychometric Assessment of Jordans Attention Deficit Disorder Indicators, Journal of Psychlogical Methods and Models, 1,1, 63-80. (Persian).
Taherzadeh Ghahfarokhi, S., Ebrahimi Ghavam, S., Dortaj, F. & Saadi pour, E. (2016). The comparison of the effectiveness of meta-cognitive therapy and meichenbaum’s self-instructional on test anxiety of high school girl students. Journal of School Psychology, 5(1), 48-64. (Persian).
Taghizadeh, S., Narimani, M., Sadeghi Hashjin, G., Basharpoor, S. (2018). The effectiveness of visual perception training on improving attention in students with ADHD. Journal of School Psychology, 7(1), 102-120. (Persian).
Zokai, M., & Ghobari Bonab, B (2003). Treatment of attention deficit disorder in children with learning disabilities and its impact on academic achievement. Journal of Psychotherapy, 9, 33-34. (Persian).