Comparing school environmental enrichment among ordinary children and children with learning disabilities (9-12 years old)

Document Type : Research Paper

Authors

1 M.A in Psychology, University of Allameh Tabatabaei

2 Ph.D candidate in Health Psychology, University of Tehran.

3 Professor in Psychology, University of Tehran

10.22098/jld.2019.789

Abstract

Learning disorders impose heavy burdens on the child, family, and community. Comparing and recognizing effective reading components in the school environment of ordinary children and children with learning disabilities can help to improve the environments of children. The aim of this study was to compare these factors in normal and dyslexic children with age range of 9-12 year in Tehran. The present study was conducted in a causal-comparative study including 50 students with learning disabilities and 102 normal students in Tehran elementary schools in the academic year 2016-2017. In this study, the School literacy environment questionnaire and Nama test were used. The socio-economic class was also a control variable.  Data analysis was performed using covariance analysis. Differences in the environmental enrichment component of school in two groups of normal and dyslexic were significant with 95% confidence. According to the research findings, school enrichment plays an important role in preventing the emergence and progression of learning disabilities, and it is necessary to pay attention to this issue in the context of children's development.

Keywords

References

احدی، حسن و کاکاوند، علیرضا (1390). اختلال‌های یادگیری (از نظریه تا عمل).. تهران. نشر ارسباران.
تبریزی، مصطفی (1391). کتاب درمان اختلال های خواندن. 10. تهران. نشر فراروان.
حسینی، مریم؛ مرادی، علی رضا؛ کرمی نوری، رضا؛ حسنی، جعفر و پرهون، هادی؛ (1395). بررسی اعتبار و روایی عاملی آزمون خواندن و نارساخوانی (نما). مجله تازه­های علوم شناختی، 18(69)، 22 – 34.
شکوهی یکتا، محسن و پرند، اکرم(1385). کتاب ناتوانی­های یادگیری. تهران. انتشارات تیمورزاده.
کرمی نوری، رضا؛ مرادی، علیرضا، اکبری زردخانه، سعید و زاهدیان حائده (1388). آزمون خواندن و نارساخوانی (نما). انتشارات جهاد دانشگاهی تربیت معلم.
گنجی، مهدی (1394). کتاب روانشناسی کودکان استثنایی بر اساس DSM5. تهران. نشر ساوالان.
Ahadi, H., & Kakavand, A. (2011). Learning Disabilities (From Theory to Practice). 8. Tehran. Arasbaran Press. (Persian).
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read –causal connection. Nature, 301, 419–421.
Brophy, J. E., & Evertson, C. M. (1978). Context variables in teaching. Educational Psychologist, 12(3), 310–16.
Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429–438.
Catts, H. W. (1993). The relation between speech–language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948–958.
David C. Howell (2010). Fundamental Statistics for the Behavioral Sciences. Cengage Learning, Bahman 5, 1388 AP - Psychology - 672 pages.
Dickinson, D. K., & Snow, C. E. (1987). Interrelationships among pre reading and oral language skills in kindergartners from two social classes. Early Childhood Research Quarterly, 2(1), 1-25.
Elbro, C., & Petersen, D. K. (2004). Long-term effects of phoneme awareness and letter sound training: an intervention study with children at risk for dyslexia. Journal of Educational Psychology, 96(4), 660−670.
Foy, J. G., & Mann, V. A. (2001). Does strength of phonological representations predict phonological awareness in preschool children? Applied Psycholinguistics, 22, 301–325.
Foy, J.G., & Mann, V.A. (2003). Home Literacy Environment and Phonological Awareness in Preschool Children: Differential Effects for Rhyme and Phoneme Awareness. Applied Psycholinguistics, 24, 59-88.
Ganji, M. (2015). Psychology of Exceptional Students according to DSM5. 2. Tehran. Savalan Press. (Persian).
Good, T. L., & Grouws, D. A. (1975). Teacher rapport: Some stability data. Journal of Educational Psychology, 67(2), 82–179.
Gottfried, A., & Gottfried, A. (1984). Home environment and cognitive development in young children of middle socioeconomic. Orlando, FL: Academic Press, 57–115.
Graham, S. (Accepted/In press). Attention-deficit Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and executive functioning: Recommendations for future research. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2017.01.001.
Haney, M., & Hill, J. (2004). Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174, 215–228.
Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing, 7, 171–188.
Hoseini, M., Moradi, A. R., Kormi Nouri, R., Hasani, J., & Parhun, H. (2006). Validity and Factor Validity of Reading Test (Nama). Journal of Cognitive Science, 18(69), 22-34. (Persian).
Jackson, E. N., Donaldson, G. W., & Cleland, L. N. (1988). The structure of precocious reading ability. Journal of Educational Psychology, 80, 234–243.
Kormi Nouri, R., Moradi, A. R., Akbari ZArdkhaneh, S., & Zahedian, H. (2009). Reading Test (Nama). Tarbiat Moallem Press. (Persian).
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. Developmental psychology, 36(5), 596.
Mann, V., & Wimmer, H. (2002). Phoneme awareness and pathways to literacy: A comparison of German and American children. Reading and Writing: An Interdisciplinary Journal, 15, 653–682.
Metsala, J. (1997). Spoken word recognition in reading disabled children. Journal of Educational Psychology, 89, 159–173.
Mioduser, D., Tur–Kaspa, H., & Leitner, I. (2000). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16, 54–63.
Mohd Syah, N. E., Hamzaid, N. A., Murphy, B. P., & Lim, E. (2016). Development of computer play pedagogy intervention for children with low conceptual understanding in basic mathematics operation using the dyscalculia feature approach. Interactive Learning Environments, 24(7), 1477-1496.
Sawyer, D. J., & Butler, K. (1991). Early language intervention: A deterrent to reading disability. Annals of Dyslexia, 41, 55–79.
Scarborough, H. S. (1991). Antecedents to reading disability: Preschool language development and literacy experiences of children from dyslexic families. Reading and Writing, 3, 219–233.
Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508–511.
Senechal, M., LeFevre, J., Thomas, E. & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96–116.
Seyf Naraghi, M., & Naderi, E. A. (2005). Learning Disabilities: How to recognize and Rehabilitation Techniques. 11. Tehran. Mekyal Press (Persian).
Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of educational Psychology, 76(6), 1309.
Shokouhi Yekta, M., & Parand, A. (2005). Learning Disabilities. Tehran. Teymourzadeh Press. (Persian).
Singson, M., & Mann, V. (1999). Precocious reading acquisition: Examining the roles of phonological and morphological awareness. The Society for the Scientific Study of Reading, Montreal, 23–25.
Soar, R. S. (1973). Accountability: Assessment problems and possibilities. Journal of Teacher Education, 24(3), 205–12.
Stallings, J., Robbins, P., & Presbrey, L. (1986). Effects of instruction based on the Madeline Hunter model on student’s achievement: Findings from a Follow Through project. Elementary School Journal, 86, 571–87.
Stebbins, L. B., St Pierre, R. G., Proper, E. C., Anderson, R. B., & Cerva. T. R. (1977). Education as experimentation: A planned variation model. The Elementary School Journal, 84, 241-252.
Tabrizi, M. (2012). Learning Disabilities Therapy. 10. Tehran. Fararavan Press (Persian).
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental psychology, 30(1), 73-87.
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in head start. Journal of Educational Psychology, 86, 542–555.
 
 

Files

Share

How to cite

Statistics