The effectiveness of spatial organization and phonemic awareness on reading and writing of students with learning disorders

Document Type : Research Paper

Authors

1 Assistant professor of clinical psychology. Islamic azad university Garmsar branch

2 Corresponding Author: Student of Ph.d for exceptional children psychology. Allameh tabatabaee Tehran.

3 Student of Ph.d for general psychology. Allameh tabatabaee Tehran

4 Student of Ph.d for educational psychology. Al Zahra university Tehran.

Abstract

The aim of the present study was to investigate the effectiveness of spatial-temporal organization and phonemic awareness on reading and writing of first grade students with learning disorders. The research population included all students with learning disorders in academic period of 2012-2013 in Karaj. The design of the present study, regarding its purpose, was expo facto and, regarding its method, was quasi-experimental including two-groups with a pretest and a posttest. Using random sampling, 30 girl and boy students from first grade were chosen and divided into an experimental and a control (15 students in each) groups. Shirazi and Nilli' (2013) test for diagnosing dyslexia was used. To analyze the data, MANCOVA and test of analysis variance were used. Analysis of data showed that instruction of spatial-temporal organization and phonemic awareness on reading and writing of students with learning disorder was effective. Also, this effect was more apparent in girls than boys. Thus, we can claim that high-quality and target-specific reading instruction programs and devising the same opportunities for learners who are learning at different levels are likely to provide the basis for progress.

Keywords

References

پیرزادی، حجت؛ غباری بناب، باقر؛ شکوهی یکتا، محسن؛ یاریاری، فریدون؛ حسن زاده، سعید و شریفی، احمد (1391). تأثیر آموزش مستقیم آگاهی واجی بر پیشرفت مهارت خواندن دانش­آموزان مبتلا به اختلال خواندن. شنوایی سنجی، 21، 1، 134-123.
دستجردی، مهدی و زهرا، سلیمانی (1381). آزمون آگاهی واج شناختی. تهران: سازمان آموزش و پرورش استثنایی، انتشارات پزوهشکده کودکان استثنایی.  
رضاپور، نیلی و شیرازی، طاهره (1391). آزمون تشخیص خواندن. تهران: انتشارات دانشگاه توانبخشی و بهزیستی.
سلیمانی، زهرا؛ سعیدمنش، محسن؛ دستجردی، مهدی؛ مهری، آذر و جهانی، یونس (1388). بررسی ارتباط بین آگاهی واجی و سرعت نامیدن خودکار با نمره خواندن در پایه اول ابتدایی شهر تهران. شنوایی سنجی، 18، 2-1.
سیف نراقی، مریم و نادری، عزت الله (1384). نارسایی‌هایویژهدریادگیری. تهران: مؤسسه فرهنگی انتشارات مکیال.
نوربخش، مرتضی؛ خانزاده، علی و یوسفی، مجید (1382). مقایسه نوع ادراک کودکان مبتلا به اختلال‌های یادگیری و کودکان عادی در آزمون روشاخ و قابلیت این آزمون در شناسایی و تشخیص اختلال‌های یادگیری. پژوهش در حیطه کودکان استثنایی، 3 (2)، 8، 194-177.
هالاهان و کافمن (2003).  اختلالات یادگیری. ترجمه علیزاده و همکاران،  تهران: انتشارات ویرایش. 1390.
هالاهان و کافمن (2003). کودکان استثنایی -مقدمه ای بر آموزش‌های ویژه هالاهان – کافمن. ترجمه مجتبی جوادیان(1387). تهران: انتشارات آستان قدس رضوی.
Berekly, A. (2012). Effect of phonemic awareness on reading skills. Scand Journal Psychology. 23, 124-138.
Blachman, B. A. (1999). what we have learned from longitudinal stadies of phonological processing and reading.and some unanswered questions. Reading and Writing, 34 (2): 34-2.
Catts H. W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of speech hear research, 36 (5), 948-58.
Cantiani, C., Lorusso, M. L., Guasti, am. T., Sabisch, B., Mannel, C. (2013). Charaterizng the morphosyntactic processing deficit and its relationship to phonology in developmental dyslexia. Neuropsychologia, 51 (8), 1596-1607.
Dastjerdi,M., Solimani,Z (2003). Phonological awareness test. Tehran: Department of Exceptional Education, Publications Institue Exceptional Children(Persian).
Dongil, K., Woori, K. & Kijung, L. (2007). The relationship between phonological awareness and early reading for first grade korean language learners with reading Difficulties. Journal of Asia Pacific Education Review. 8(3), 426-434.
Gillon, G. T. (2002).  Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language Community Disorder. 37(4): 381-400.
Gallagher, M., Carlson, A. (1978). Facilitating phoneme awareness development in 3- and 4-year-old children with speech impairment. Journal of psychology, 32 (3), 120-129.
Heim, S., Marion, G., Elisabeth, M., Simom, B., Eickhoff, C & Helen, S. (2010). Al cognitive levels of performance account for hemispheric lateralization effects in dyslexic and normally reading children. Journal Homepage, 6, 1346-1358.
Hecsech, W. B., Pearish, A. B. (2010). Good reading instruction is more important than who provides the instruction or where it takes place. The Reading Teacher, 52,716- 726.
Hall, T. E. Hughes, C, A., Filbert, M. (2000).Computer assisted instruction in reading for student with learning disabilities: a research synthesis. Education and Treatment Children, 32, 173-193.
Halahan & Koufman(2003). Learning disorders. Translation Alizadeh et al., Tehran: Edit. 2010. (Persian).
Halahan & Koufman(2003). Exceptional Children -introduction on special education Halahan - Kaufman. Javadian ,Mojtaba.translation. Tehran: Astan Quds Razavi. 2008. (Persian).
Hoofer, A. (2004). The effects of using a multisensory approach to improve special student reading. Re- trieved April 30, 1-49.
lundo, I., Everatt, J., & Salter, R.(1991). International Book of Dyslexia: Across language comparison and practice Guide. New York: John Wiley.
Lerner,J.W.(1997). children with learning disabilities .theories ,diagnosis and teaching strategies. Guilford press.
Lorent, A., Marteinet, B.(2009). The Balance model of dyslexia and Remedial training: An evaluative study. Journal of speech hear research, 23 (4): 124-133.
Nelson, R. W., Israel, A. C. (2000). Behavior disorders of childhood. fourth edition
Norbakhsh,M.,Khanzadeh,A.,Yousefi,M. (2004). Compare the perception of children with learning disabilities and normal children Rorschach test and test capabilities in the detection and diagnosis of learning disabilities. Research on Exceptional Children, 3 (2), 177-194. (Persian).
Ostad, S.A. (1998). developmental differences in solving simple arthmetic  word  problems and simple number - fact problems. Journal of psychology, 12 (2): 13-21.
Paulson, L. H. (2004). The development of phonological awareness in preschool children: from syllables to phonemes. Unpublished doctoral dissertation, The University of Montana.
Plasenica-Peinado, J., Smith, S. B., Peinado, R., Simmons, D. C., Gleason, M.M., Kameeenui, E.J (2001). An analysis of phonological awareness instruction in four kindergarten basal reading programs. Reading and Writing, 17(1), 25-51.
Pirzadi, h.,Ghorbaribonab,B., Shokohiyekta,M.,Yaryari.F.,Hassanzadeh,S. & Sharifi,A (2013). The impact of direct instruction of phenomic awareness readin skills development of student with dyslexia.Audiometeri.21.1.123-134. (Persian)
Ren, A. (2013). Hemispheric, attentional, and processing speed Factors in the treatment of Developmental dyslexia. Journal of Brian and cognition, 55 (5): 341-348.
Reid, G. (1994). Dyslexia: A practitioner’s Handbook. Third Edition. John wiley & sons ltd.
Richards, T. L., Aylward, E. H., Field, K. M., Raskind, W., Richards, A. L., Nagy, W., Eckert, M., Leonard, C., Abbott, R. D., and Berninger, V. W. (2006). Converging Evidence for Triple Word Form Theory in ChildrenWith Dyslexia. Developmental Neuropsychology, 30,547-589.
Riter, A., Tucha, o., lange. K. w. (2005). Executive functions in children with dyslexia. Journal  of Neuropsychologia.40 (12): 44-55.
Rezapour,N.,Shirazi,T. (2013). Diagnostic Reading Test. Tehran: University of Rehabilitation and Welfare.(Persian).
Sprugevica, I., Hoin, T. (2003). Early phonological skills as a predictor of reading acquisition: a follow-up study from kindergarten to the middle of grade 2. Scand Journal Psychology. 44, 119-24.
Solimani,Z.,Saeidmanesh,M.,Dastgerdi,M.,Mehri,A.,Jahani,Y.(2010). The relationship between phonological awareness and rapid automatized naming and reading in the first grade of elementary Tehran. Audiologists, 18, 1-2. (Persian).
Seifnaraghi,M.,Naderi,E. (2006). Specific deficits in learning. Tehran: Cultural Institute Makyal publications. (Persian).
Thomson, M.(1995). developmental dyslexia .third edition.

Files

Share

How to cite

Statistics