Comparative study of the effect of the third level of response to intervention and cognitive rehabilitation on math performance of students with dyscalculia

Document Type : Research Paper

Authors

1 Department of Educational Psychology, Qom Branch, Islamic Azad University, Qom, Iran

2 Department of Psychology, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran

10.22098/jld.2020.922

Abstract

The purpose of this study was to compare the effectiveness of the third level of response to intervention and cognitive rehabilitation on improving math performance of students with dyscalculia. The research method was semi-experimental with pretest-posttest design and a control group. The statistical population included all female elementary students with dyscalculia in Tehran in the academic year 2017-2018. Fifteen people were selected through available sampling as the sample of the study. They were randomly divided into three groups, each including five people. There were two experimental groups, namely third level of response to intervention and cognitive rehabilitation and a control. The experimental groups underwent twenty 45-minute sessions interventions. The control group received no intervention. The Wechsler Intelligence Scale of Children (Wechsler, 2003) and the Key Math Test (Connolly, 1988) were used as the tools of the study. The results of covariance analysis reflects the impact of the third level of response to intervention and cognitive rehabilitation in improving mathematics achievement of children with dyscalculia (P<0.05). The results of the independent t-test also indicate that there was no significant difference between the means of the two experimental groups. It seems that both the third level of response to intervention and cognitive rehabilitation can improve the mathematical performance of students with Dyscalculia.

Keywords

References

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