University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 2 2012 12 21 The effectiveness of gross and fine motor training on reducing symptoms of dyslexia The effectiveness of gross and fine motor training on reducing symptoms of dyslexia 25 39 118 jld-2-2-91-11-2 FA F Behmard Corresponding Author: M.A of exceptional children psychology M Estaki ph.D assistant professor of Iislamic Azad university Tehran center H Ashayeri ph.D professor of Tehran Medical university H Asadpour M.A Nagadeh Payamenoor university Journal Article 2012 03 04 This study is an attempt to investigate the effectiveness of gross and fine<br />motor training on reducing the symptoms of dyslexia in elementary school<br />dyslexic students. The research method was quasi-experimental with preand<br />post-tests and a control group. A convenient sample of thirty students<br />referred to a learning disability school in Naghadeh city was selected and<br />assigned to two control and experimental groups (15 groups). Dyslexia test<br />and Oseresky Motor Development scale were administed as pre-test to both<br />groups. Next, gross and fine motor training was given to the experimental<br />group for 30 sessions. Immediately after training, the Dyslexia test and<br />Oseresky motor development scale were administered as post-tests to both<br />groups. Finally, all data were analysed using parametric tests such as the ttest<br />for correlated groups. Findings reveal that due to unrealistic<br />expectations and continual self-blame, mothers of of these students<br />experience high levels of anxiety and depression. On account of lack of<br />emotional awareness and inability to process feelings cognitively, these<br />mothers are unable to identify, understand and describe their emotions and<br />have limited ability to adapt to stressful situations. This study is an attempt to investigate the effectiveness of gross and fine<br />motor training on reducing the symptoms of dyslexia in elementary school<br />dyslexic students. The research method was quasi-experimental with preand<br />post-tests and a control group. A convenient sample of thirty students<br />referred to a learning disability school in Naghadeh city was selected and<br />assigned to two control and experimental groups (15 groups). Dyslexia test<br />and Oseresky Motor Development scale were administed as pre-test to both<br />groups. Next, gross and fine motor training was given to the experimental<br />group for 30 sessions. Immediately after training, the Dyslexia test and<br />Oseresky motor development scale were administered as post-tests to both<br />groups. Finally, all data were analysed using parametric tests such as the ttest<br />for correlated groups. Findings reveal that due to unrealistic<br />expectations and continual self-blame, mothers of of these students<br />experience high levels of anxiety and depression. On account of lack of<br />emotional awareness and inability to process feelings cognitively, these<br />mothers are unable to identify, understand and describe their emotions and<br />have limited ability to adapt to stressful situations. https://jld.uma.ac.ir/article_118_801b913a2dcbeb2331e530dc298cb0d8.pdf