University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86737120171023Developing intervention program focused and divided attention and investigating its effectiveness on working memory IQ in children with specific learning disorderDeveloping intervention program focused and divided attention and investigating its effectiveness on working memory IQ in children with specific learning disorder72557410.22098/jld.2017.574FARBoustanzarCorresponding Author: M.A of clinical psychology, Islamic Azad University, Qazvin BranchSRezayiAssistant Professor in Psychology, Allameh Tabataba'i UniversityJournal Article20171120This study has been done for the purpose of developing an intervention program focused and divided attention and study of its effectiveness on performance of working memory IQ in children with specific learning disorder. The study was experimental with pre-test, post-test and a control group. A total of 16 boys and girls at age of 6-9 years old (8 people in the experimental group and 8 people in the control group) who were treated in one of the exceptional schools for learning disorders in Tehran, were randomly selected and the Working Memory Index of Wechsler Intelligence Scale for Children- Fourth Edition (Wechsler, 2003) were used as the pre-test. After running 8 individual focused and divided attention training sessions of 30-40 minutes on the experimental group, all of the 16 people were post-tested and after a time period of one month and a half, follow up was done. The data were analyzed whit Split Plot method. The results showed that between the experimental and control groups, there were significant differences in increasing working memory IQ (P<0.001). Thus, developing intervention program focused and divided attention resulted in increased working memory IQ in children with specific learning disorder.This study has been done for the purpose of developing an intervention program focused and divided attention and study of its effectiveness on performance of working memory IQ in children with specific learning disorder. The study was experimental with pre-test, post-test and a control group. A total of 16 boys and girls at age of 6-9 years old (8 people in the experimental group and 8 people in the control group) who were treated in one of the exceptional schools for learning disorders in Tehran, were randomly selected and the Working Memory Index of Wechsler Intelligence Scale for Children- Fourth Edition (Wechsler, 2003) were used as the pre-test. After running 8 individual focused and divided attention training sessions of 30-40 minutes on the experimental group, all of the 16 people were post-tested and after a time period of one month and a half, follow up was done. The data were analyzed whit Split Plot method. The results showed that between the experimental and control groups, there were significant differences in increasing working memory IQ (P<0.001). Thus, developing intervention program focused and divided attention resulted in increased working memory IQ in children with specific learning disorder.https://jld.uma.ac.ir/article_574_7e07f56e26b9cbdbd2deb73a18fb7208.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86737120171023The effect of mathematic problem- solving training with playing- based method on intrinsic motivation for problem- solving in students with mathematic learning disabilityThe effect of mathematic problem- solving training with playing- based method on intrinsic motivation for problem- solving in students with mathematic learning disability264157510.22098/jld.2017.575FAEBigdeliProfessor of Psychology, Ferdowsi University of MashhadAAbdolhoseinzadehCorresponding Author: Ph.D Student of Educational Psychology, Semnan UniversityM.AMohammadifarAssistant Professor of Psychology, Semnan UniversityA.MRezaeiAssistant Professor of Psychology, Semnan UniversityJournal Article20171120One of the problems of students with mathematic learning disability is deficit or lack of motivation for mathematic problem-solving. The present study intends to examine the effect of mathematic problem-solving training with playing-based method on intrinsic motivation of problem- solving in students with mathematic learning disability. this experimental study included all male and female students with mathematic learning disability who studied in primary schools of Torbat Heydarieh city in the years 2015-2016. The sample included 36 male and female students with mathematic learning disability who were selected through one-stage cluster sampling and randomly assigned into an experimental group and a control group. The research instruments used in this study included, Wechsler intelligence scale for children and key math diagnostic test and a teacher-made questionnaire. The post test was administered on both groups. The experimental group received 8 one-hour sessions mathematic problem-solving training with playing-based method while the control group received no intervention. Univariate analysis of covariance was utilized to analyze the data. The results showed that mathematic problem-solving training with playing-based method was effective on intrinsic motivation of problem-solving in students with mathematic learning disability. Thus, it can be used as a suitable intervention method for increasing intrinsic motivation of mathematic problem- solving.One of the problems of students with mathematic learning disability is deficit or lack of motivation for mathematic problem-solving. The present study intends to examine the effect of mathematic problem-solving training with playing-based method on intrinsic motivation of problem- solving in students with mathematic learning disability. this experimental study included all male and female students with mathematic learning disability who studied in primary schools of Torbat Heydarieh city in the years 2015-2016. The sample included 36 male and female students with mathematic learning disability who were selected through one-stage cluster sampling and randomly assigned into an experimental group and a control group. The research instruments used in this study included, Wechsler intelligence scale for children and key math diagnostic test and a teacher-made questionnaire. The post test was administered on both groups. The experimental group received 8 one-hour sessions mathematic problem-solving training with playing-based method while the control group received no intervention. Univariate analysis of covariance was utilized to analyze the data. The results showed that mathematic problem-solving training with playing-based method was effective on intrinsic motivation of problem-solving in students with mathematic learning disability. Thus, it can be used as a suitable intervention method for increasing intrinsic motivation of mathematic problem- solving.https://jld.uma.ac.ir/article_575_a81b016ad3465c0737191daf6935b7b0.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86737120171023The effectiveness of teaching metacognitive learning on the quality of life and self-efficacy of students with mathematics disorderThe effectiveness of teaching metacognitive learning on the quality of life and self-efficacy of students with mathematics disorder426057610.22098/jld.2017.576FAAKhaleghkhahAssociate Professor, University of Mohaghegh ArdabiliSHAlipour KatigariCorresponding Author: PhD student of educational Psychology, Khomein branch, Islamic Azad UniversityHHeidariAssociate Professor, Khomein branch, Islamic Azad University.RMirmehdiAssistant Professor, Payamenour university.Journal Article20171120The purpose of the present research was to examine the effectiveness of Metacognitive learning training on the self-efficacy and the quality of life of students with dyscalculia. This is a quasi- experimental study with a pretest/post-test experimental and control group. The sample consisted of 40 students with dyscalculia selected among primary school students with learning disabilities in Tehran city. They were assigned into two experimental (n=20) and control groups (n=20). Eight one-hour sessions of life skills training were implemented for the experimental group. To collect data, The Key Math, Test Self-Efficacy Questionnaire for Children (SEQ-C) and the quality of life scale were used. Univariate analysis of covariance showed that self-regulated learning training significantly increased self-efficacy and the quality of life in the experimental group. The findings implied that self-regulated learning training should be an important part of treatment in the educational and counseling services provided for students with dyscalculia.The purpose of the present research was to examine the effectiveness of Metacognitive learning training on the self-efficacy and the quality of life of students with dyscalculia. This is a quasi- experimental study with a pretest/post-test experimental and control group. The sample consisted of 40 students with dyscalculia selected among primary school students with learning disabilities in Tehran city. They were assigned into two experimental (n=20) and control groups (n=20). Eight one-hour sessions of life skills training were implemented for the experimental group. To collect data, The Key Math, Test Self-Efficacy Questionnaire for Children (SEQ-C) and the quality of life scale were used. Univariate analysis of covariance showed that self-regulated learning training significantly increased self-efficacy and the quality of life in the experimental group. The findings implied that self-regulated learning training should be an important part of treatment in the educational and counseling services provided for students with dyscalculia.https://jld.uma.ac.ir/article_576_3f87b998603d20d85efc4fa37c1dfa3e.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86737120171023The effectiveness of orientation and symbol mastery on the quality of reading in dyslexic boy studentsThe effectiveness of orientation and symbol mastery on the quality of reading in dyslexic boy students617557710.22098/jld.2017.577FAMAbdolghaderiCorresponding Author: Ph.D. student of educational of psychology, University of Mohaghegh Ardabili.FKHodamehri ShijaniMA in Clinical Psychology, Guilan UniversityMKafiprofessor of Psychology, Guilan UniversityMFalahPh.D of psychology, Guilan UniversityMKhosrojavidAssistant professor of Psychology, Guilan UniversityJournal Article20171120Reading disorder comprises perceptual, cognitive and linguistic dimensions continues until adolescent and adulthood. This paper investigated the effectiveness of orientation and symbol mastery upon quality of reading in dyslexic boy students. This is an experimental study with a pretest and posttest design and a control group. From the statistical population, 30 boy dyslexic students of 3rd grade were selected by multi stage random cluster sampling and divided into experimental and control group. The instruments of the research were Wechsler’s children intelligence scale and Kariminoori and Moradi reading test and dyslexia. Orientation and symbol mastery on the base of Dave’s Dyslexia correction of reading was trained in thirty-minute 16 sessions. Result from multivariate covariance analysis (MANCOVA) showed that orientation and symbol mastery training resulted in improving reading of dyslexia students. According to the results of the research, it can be said that the intervention of positioning and domination of the symbol can be effective in how to read dyslexic people.Reading disorder comprises perceptual, cognitive and linguistic dimensions continues until adolescent and adulthood. This paper investigated the effectiveness of orientation and symbol mastery upon quality of reading in dyslexic boy students. This is an experimental study with a pretest and posttest design and a control group. From the statistical population, 30 boy dyslexic students of 3rd grade were selected by multi stage random cluster sampling and divided into experimental and control group. The instruments of the research were Wechsler’s children intelligence scale and Kariminoori and Moradi reading test and dyslexia. Orientation and symbol mastery on the base of Dave’s Dyslexia correction of reading was trained in thirty-minute 16 sessions. Result from multivariate covariance analysis (MANCOVA) showed that orientation and symbol mastery training resulted in improving reading of dyslexia students. According to the results of the research, it can be said that the intervention of positioning and domination of the symbol can be effective in how to read dyslexic people.https://jld.uma.ac.ir/article_577_baa229766522c86346fa8fc965ccfedb.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86737120171023The effect of cognitive processes-based educational games on academic motivation and academic achievement of students with special reading difficultiesThe effect of cognitive processes-based educational games on academic motivation and academic achievement of students with special reading difficulties769957810.22098/jld.2017.578FASGhadirianM.A Student in Arak UniversitySMoosavipourCorresponding author: Assistant Professor, Department of Psychology and Education, Arak UniversitySAkbari CharmhiniAssistant Professor of Psychology and Education, Arak UniversityJournal Article20171120The aim of this study is investigating effectiveness of employing educational games based on cognition processing on educational motivation and educational achievement on students with specific dyslexia in Arak in 2015-2016. This study is a quasi-experimental study with a pre-test, post-test and a control group. A group of 20 students (second grade) with specific learning problem who were selected with Wechsler IV and Harter academic motivation scales participated in this study. They were randomly divided into two experimental and control groups. Descriptive statistics and analysis of covariance were used to analysis the data. The results of the study showed significant difference in academic achievement and academic motivation in two groups, with better performance for the experimental group (p<0.05). Accordingly the educational games based on cognitive processing could improve educational motivation and educational achievement in students with specific dyslexia.The aim of this study is investigating effectiveness of employing educational games based on cognition processing on educational motivation and educational achievement on students with specific dyslexia in Arak in 2015-2016. This study is a quasi-experimental study with a pre-test, post-test and a control group. A group of 20 students (second grade) with specific learning problem who were selected with Wechsler IV and Harter academic motivation scales participated in this study. They were randomly divided into two experimental and control groups. Descriptive statistics and analysis of covariance were used to analysis the data. The results of the study showed significant difference in academic achievement and academic motivation in two groups, with better performance for the experimental group (p<0.05). Accordingly the educational games based on cognitive processing could improve educational motivation and educational achievement in students with specific dyslexia.https://jld.uma.ac.ir/article_578_0d9e3550586b6e9763c75a9e992dfc1e.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86737120171023The comparison of the effectiveness of multisensory fernald and orton-gillingham methods in improving reading skill of dyslexic studentsThe comparison of the effectiveness of multisensory fernald and orton-gillingham methods in improving reading skill of dyslexic students10011857910.22098/jld.2017.579FAAKakavandCorresponding author: Associate professor of psychology, Imam Khomeini International UniversityNDamercheliM.A. in general psychology, Imam Khomeini International UniversityFShirmohamadiM.A .in general psychology, Imam Khomeini International UniversityJournal Article20171120The purpose of this study was to compare the effectiveness of multisensory teaching methods Fernald and Orton-Gillingham on reading performance in the dyslexic students of second and third grade elementary schools. The method of study is quasi-experimental with three groups (two experimental groups and a control group) with pre-test and post-test. Statistical population included dyslexic students who had referred to Ebnesina center of Karaj city. Through the whole number sampling method, 21 people were selected and were randomly divided into in two experimental groups and one control group (Fernald group: 7 people, Orton-Gillingham group: 7 people, control group: 7 people). Then, Shafieiet et al's reading diagnostic test was carried out on all three groups as the pre-test. The two experimental groups were exposed to training for 7 30-minute sessions through Fernald and Orton-Gillingham methods and at the end of interventions reading diagnostic test was conducted on the three groups. The reading errors of these three groups were compared in the pre-test and post-test using the analysis of covariance. The results showed that there was a significant difference between the mean scores of reading test in the experimental and the control groups in the post-test. The results of pairwise comparison of groups showed that there was a significant difference between the mean scores of Fernald and Orton-Gillingham groups in the post-test.The purpose of this study was to compare the effectiveness of multisensory teaching methods Fernald and Orton-Gillingham on reading performance in the dyslexic students of second and third grade elementary schools. The method of study is quasi-experimental with three groups (two experimental groups and a control group) with pre-test and post-test. Statistical population included dyslexic students who had referred to Ebnesina center of Karaj city. Through the whole number sampling method, 21 people were selected and were randomly divided into in two experimental groups and one control group (Fernald group: 7 people, Orton-Gillingham group: 7 people, control group: 7 people). Then, Shafieiet et al's reading diagnostic test was carried out on all three groups as the pre-test. The two experimental groups were exposed to training for 7 30-minute sessions through Fernald and Orton-Gillingham methods and at the end of interventions reading diagnostic test was conducted on the three groups. The reading errors of these three groups were compared in the pre-test and post-test using the analysis of covariance. The results showed that there was a significant difference between the mean scores of reading test in the experimental and the control groups in the post-test. The results of pairwise comparison of groups showed that there was a significant difference between the mean scores of Fernald and Orton-Gillingham groups in the post-test.https://jld.uma.ac.ir/article_579_f8dbc18b1b3f609e99ce9b965591f08c.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86737120171023A comparative study of anemia in primary students with attention deficit and its relationship with learning disordersA comparative study of anemia in primary students with attention deficit and its relationship with learning disorders11913558010.22098/jld.2017.580FARMoradisaniCorresponding author: M. A of Psychology, Islamic Azad University of UrmiaAKhKhademiJournal Article20171120The aim of this research was to compare the anemia in primary students with attention deficit and study its relationship with learning disorders. In the first descriptive part, the research method was causal-comparative and in the second descriptive part it was correlative. The study population included the primary school students in the academic year 2015-2016 in the city of Tabriz form which 50 students with attention deficit disorder were selected in a private consultation, diagnosis and treatment center through convenience sampling. In addition, 50 elementary normal students, who did not have attention deficit and were also homogenized with the first group based on socioeconomic status, gender, age, were selected through available samplind and evaluated. To collect data, Reading Test, Math Test and Spelling Disabilities were used. Data was analyzed using T-test, Pearson correlation and regression analyses. The results showed that there is no significant difference between students with attention deficit and normal students regarding anemia. However, the results of Pearson showed that there is a negative and significant relationship between anemia and learning disorders. As hemoglobin decreases, learning disabilities increases. In addition, regression analysis showed that anemia is able to predict learning. Therefore, due to the students' anemia, students can increase their learning and eliminate learning disruptions. The aim of this research was to compare the anemia in primary students with attention deficit and study its relationship with learning disorders. In the first descriptive part, the research method was causal-comparative and in the second descriptive part it was correlative. The study population included the primary school students in the academic year 2015-2016 in the city of Tabriz form which 50 students with attention deficit disorder were selected in a private consultation, diagnosis and treatment center through convenience sampling. In addition, 50 elementary normal students, who did not have attention deficit and were also homogenized with the first group based on socioeconomic status, gender, age, were selected through available samplind and evaluated. To collect data, Reading Test, Math Test and Spelling Disabilities were used. Data was analyzed using T-test, Pearson correlation and regression analyses. The results showed that there is no significant difference between students with attention deficit and normal students regarding anemia. However, the results of Pearson showed that there is a negative and significant relationship between anemia and learning disorders. As hemoglobin decreases, learning disabilities increases. In addition, regression analysis showed that anemia is able to predict learning. Therefore, due to the students' anemia, students can increase their learning and eliminate learning disruptions. https://jld.uma.ac.ir/article_580_81ce2cf30184861450d3cf0a140ee764.pdf