University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 10 2 2021 01 20 The Effectiveness of Visual Skill-based Computer Games on Visual-auditory-spatial Perception and Reading Tracking Speed of Students With Special Learning Disabilities The Effectiveness of Visual Skill-based Computer Games on Visual-auditory-spatial Perception and Reading Tracking Speed of Students With Special Learning Disabilities 200 211 1103 10.32598/JLD.10.2.1 FA Mojtaba Pourfaraman Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran. Mahboobe Taher Department of Psychology, Shahrood Branch, Islamic Azad University, Shahrood, Iran. Journal Article 2018 09 21 Objective: The aim of this study was to determine the effect of using computer games based on visual skills on visual-auditory-spatial perception and reading speed of reading students with special learning disabilities. Methods: The research method was quasi-experimental with pre-test, posttest design with a control group. The statistical population was students with learning disabilities in Joghatai city in 2017- 2018 academic year, 30 of whom were selected by purposive sampling and randomly assigned to experimental and control groups. Results: Both groups completed the Frostig Visual Perception Scale, the Hopman Audit Diagnosis, and the Abedi Reading Level Recognition Scale. The experimental group was intervened with computer games for 8 sessions of 45 minutes. The results of analysis of covariance showed that the mean of visual perception (P<0.01), auditory diagnosis (P<0.05) and reading level detection (P<0.05) of the experimental group increased. Conclusion: According to the obtained results, it can be said that computer games based on visual skills improved the visual-auditory-spatial perception and reading speed by increasing students' attention and accuracy. Objective: The aim of this study was to determine the effect of using computer games based on visual skills on visual-auditory-spatial perception and reading speed of reading students with special learning disabilities. Methods: The research method was quasi-experimental with pre-test, posttest design with a control group. The statistical population was students with learning disabilities in Joghatai city in 2017- 2018 academic year, 30 of whom were selected by purposive sampling and randomly assigned to experimental and control groups. Results: Both groups completed the Frostig Visual Perception Scale, the Hopman Audit Diagnosis, and the Abedi Reading Level Recognition Scale. The experimental group was intervened with computer games for 8 sessions of 45 minutes. The results of analysis of covariance showed that the mean of visual perception (P<0.01), auditory diagnosis (P<0.05) and reading level detection (P<0.05) of the experimental group increased. Conclusion: According to the obtained results, it can be said that computer games based on visual skills improved the visual-auditory-spatial perception and reading speed by increasing students' attention and accuracy.

https://jld.uma.ac.ir/article_1103_4a64a03f7d101e8d3103110b2551370c.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 10 2 2021 01 20 Effectiveness of Cognitive Rehabilitation Training on Information Processing and Academic Performance of Dyslexic Students in Elementary Schools Effectiveness of Cognitive Rehabilitation Training on Information Processing and Academic Performance of Dyslexic Students in Elementary Schools 212 225 1104 10.32598/JLD.10.2.2 FA Ali Rahmani Department of Psychology, Khomein Branch, Islamic Azad University, Khomein, Iran. Zabih Pirani Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran. 0000-0003-0788-0744 Hosein Davoodi Department of Psychology, Khomein Branch, Islamic Azad University, Khomein, Iran. Hasan Heydari Department of Psychology, Khomein Branch, Islamic Azad University, Khomein, Iran. Journal Article 2018 10 06 Objective: The purpose of this study was to determine the effectiveness of cognitive rehabilitation on information processing and academic performance of dyslexic students. This research was a quasi-experimental clinical trial with a pre-test-post-test design with a control group. The research population consisted of all dyslexic students referring to the Omid Educational and Rehabilitation Center, Arak in 2017. Methods: The available sampling method was done and all students at the center participated in the research, of whom 30 students were selected and randomly assigned to two experimental and control groups. The research tools were Pham and Taylor educational performance test and Paced Auditory Serial Addition Test (PASAT). The experimental group received 12 sessions of cognitive rehabilitation. The results were analyzed using the Multivariate Analysis of Covariance (MANCOVA). Results: The results of MANCOVA showed that cognitive rehabilitation was effective in dyslexic students’ data processing (P≤0.05), but it had no significant effect on their academic performance (P≥0.05). Conclusion: Considering the cognitive rehabilitation problems of these children can be effective in expediting their learning. Objective: The purpose of this study was to determine the effectiveness of cognitive rehabilitation on information processing and academic performance of dyslexic students. This research was a quasi-experimental clinical trial with a pre-test-post-test design with a control group. The research population consisted of all dyslexic students referring to the Omid Educational and Rehabilitation Center, Arak in 2017. Methods: The available sampling method was done and all students at the center participated in the research, of whom 30 students were selected and randomly assigned to two experimental and control groups. The research tools were Pham and Taylor educational performance test and Paced Auditory Serial Addition Test (PASAT). The experimental group received 12 sessions of cognitive rehabilitation. The results were analyzed using the Multivariate Analysis of Covariance (MANCOVA). Results: The results of MANCOVA showed that cognitive rehabilitation was effective in dyslexic students’ data processing (P≤0.05), but it had no significant effect on their academic performance (P≥0.05). Conclusion: Considering the cognitive rehabilitation problems of these children can be effective in expediting their learning.

https://jld.uma.ac.ir/article_1104_8baf16fbe9c59f4fc7f7bc45ee0223cb.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 10 2 2021 01 20 The Effectiveness of Math Education on Self-esteem and Self-efficacy of Students With Math and Writing Learning Disorders and Normal Students Based on Mccarthy Model The Effectiveness of Math Education on Self-esteem and Self-efficacy of Students With Math and Writing Learning Disorders and Normal Students Based on Mccarthy Model 226 239 1105 10.32598/JLD.10.2.3 FA Mohammad Shafaei Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Mansour Bayrami Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. Mohammad Narimani Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Vakil Nazari Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Tooraj Hashemi Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. Journal Article 2020 08 18 Objective: The aim of this study is to compare the effectiveness of math education on self-esteem and self-efficacy of students with math learning disabilities, writing and normal students based on the McCarthy model. Methods: Because of the nature of this study, the method was quasi-experimental (pre-test-post-group test). The statistical population of the study included all sixth grade students with learning disabilities (math and writing) and non-learning disabilities in Ardabil in the academic year 2019-2020. Sampling procedure of this study was simple random sampling for students with special math and writing learning disabilities (20 people from each group) referring to the centers for learning disabilities in Ardabil and cluster sampling for normal students in Ardabil (40 people). Results: Data were collected using the Rosenberg Self-Esteem Scale and the Scherer General Self-Efficacy Scale in the pre-test and post-test stages in all four groups. The obtained data were analyzed by SPSS v. 24 software and covariance statistical method. The results of analysis of covariance showed that there was a difference between self-esteem and self-efficacy of experimental and control groups (P<0.05). In other words, the results showed that their mean scores were significantly higher in the experimental group than the self-esteem and self-efficacy of the experimental group. Conclusion: The results of this study can be used in educational settings to improve the status of its components (self-esteem and self-efficacy) of students with learning disabilities and normal. Objective: The aim of this study is to compare the effectiveness of math education on self-esteem and self-efficacy of students with math learning disabilities, writing and normal students based on the McCarthy model. Methods: Because of the nature of this study, the method was quasi-experimental (pre-test-post-group test). The statistical population of the study included all sixth grade students with learning disabilities (math and writing) and non-learning disabilities in Ardabil in the academic year 2019-2020. Sampling procedure of this study was simple random sampling for students with special math and writing learning disabilities (20 people from each group) referring to the centers for learning disabilities in Ardabil and cluster sampling for normal students in Ardabil (40 people). Results: Data were collected using the Rosenberg Self-Esteem Scale and the Scherer General Self-Efficacy Scale in the pre-test and post-test stages in all four groups. The obtained data were analyzed by SPSS v. 24 software and covariance statistical method. The results of analysis of covariance showed that there was a difference between self-esteem and self-efficacy of experimental and control groups (P<0.05). In other words, the results showed that their mean scores were significantly higher in the experimental group than the self-esteem and self-efficacy of the experimental group. Conclusion: The results of this study can be used in educational settings to improve the status of its components (self-esteem and self-efficacy) of students with learning disabilities and normal.

https://jld.uma.ac.ir/article_1105_eed12ca31d11d98fde820bbaa02b86e7.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 10 2 2021 01 20 A Comparative Study on Visual Memory and Reaction Time in Students With Specific Learning Disability (SLD) and Normal Children A Comparative Study on Visual Memory and Reaction Time in Students With Specific Learning Disability (SLD) and Normal Children 240 253 1102 10.32598/JLD.10.2.4 FA Fatemeh Kargar Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. Soheyla Talebi Department of Psychology and Education of Children With Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. Journal Article 2019 04 20 Objective: This study aimed to compare the reaction time and visual memory in students with SLD and normal students. Methods: This research was conducted using a causal-comparative method. Using causal-comparative method, the samples were selected through cluster sampling i.e. 15 students with reading learning disability, and 15 students with learning disability in mathematics and 15 normal students. The instruments were Kim-Carrad visual memory test and reaction time tester system. The obtained data were analyzed using MANOVA and SPSS software. Results: Results showed that there was a significant relationship between SLD students with the rate of error in visual memory test and duration of reaction to stimuli (P<0.05); the results of this study showed that the performance of SLD students’ memory is lower than that of normal children. Conclusion: Also, there was a significant difference between the reading of students with reading learning disability, and students with learning disability in mathematics and normal students. Objective: This study aimed to compare the reaction time and visual memory in students with SLD and normal students. Methods: This research was conducted using a causal-comparative method. Using causal-comparative method, the samples were selected through cluster sampling i.e. 15 students with reading learning disability, and 15 students with learning disability in mathematics and 15 normal students. The instruments were Kim-Carrad visual memory test and reaction time tester system. The obtained data were analyzed using MANOVA and SPSS software. Results: Results showed that there was a significant relationship between SLD students with the rate of error in visual memory test and duration of reaction to stimuli (P<0.05); the results of this study showed that the performance of SLD students’ memory is lower than that of normal children. Conclusion: Also, there was a significant difference between the reading of students with reading learning disability, and students with learning disability in mathematics and normal students.

https://jld.uma.ac.ir/article_1102_6e2fbadb910221789a33d57272c5eec1.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 10 2 2021 01 20 Effectiveness of Conscious Parenting Training Based on Imago Therapy Approach on the Interaction of Mother-child Mothers of Children With Learning Disabilities Effectiveness of Conscious Parenting Training Based on Imago Therapy Approach on the Interaction of Mother-child Mothers of Children With Learning Disabilities 254 267 1089 10.32598/JLD.10.2.5 FA Hosein Matin Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. Naser Yoosefi Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Kurdistan, Iran. Mahya Solgi Department of Counselling, Faculty of Social Sciences, University of Razi Kermanshah, Kermanshah, Iran. Mozhgan Hayati Department of Psychology, Payame Noor University, Tehran, Iran. Journal Article 2020 03 16 Objective: This research aimed to investigate the effect of Conscious Parenting Training Based on the Imago therapy approach on the interaction of mother-child mothers of children with learning disabilities. Methods: The present research was a quasi-experimental study with pre-test, post-test design, and control group. The statistical population included all mothers who have learning disabilities children in Hamedan city in the year of 2019 from which a sample of 30 people was chosen through available sampling and were randomly divided into two control (n=15) and experimental groups (n=15). Both groups sat for the pre-test and the experimental group received Conscious Parenting in 4 sections with 8 sessions of 90 minutes, while the control group did not receive this treatment. In the end, for both groups, the post-test was performed. The research tool included Pianta Child-Parent Relationship Scale (1994). Multivariate analysis of covariance was used for analyzing the data. Results: The results showed that Conscious Parenting had a significant effect on the interaction and also conflict, closeness, and dependency subscale in mothers of children with learning disabilities (P<0.001). Conclusion: It is recommended that this method can be used to inform parents about conscious communication with their children. Objective: This research aimed to investigate the effect of Conscious Parenting Training Based on the Imago therapy approach on the interaction of mother-child mothers of children with learning disabilities. Methods: The present research was a quasi-experimental study with pre-test, post-test design, and control group. The statistical population included all mothers who have learning disabilities children in Hamedan city in the year of 2019 from which a sample of 30 people was chosen through available sampling and were randomly divided into two control (n=15) and experimental groups (n=15). Both groups sat for the pre-test and the experimental group received Conscious Parenting in 4 sections with 8 sessions of 90 minutes, while the control group did not receive this treatment. In the end, for both groups, the post-test was performed. The research tool included Pianta Child-Parent Relationship Scale (1994). Multivariate analysis of covariance was used for analyzing the data. Results: The results showed that Conscious Parenting had a significant effect on the interaction and also conflict, closeness, and dependency subscale in mothers of children with learning disabilities (P<0.001). Conclusion: It is recommended that this method can be used to inform parents about conscious communication with their children.

https://jld.uma.ac.ir/article_1089_b6998c02ccc4711e289acb637491f0f9.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 10 2 2021 01 20 The Effectiveness of Phonics and Whole-word Techniques on Improving English Reading Skills of Dyslexic Students The Effectiveness of Phonics and Whole-word Techniques on Improving English Reading Skills of Dyslexic Students 268 281 1088 10.32598/JLD.10.2.6 FA Vali Mohammadi Department of Education Language and Literature English, Faculty of Humanities, University of Mohaghegh Ardabili, Ardabil, Iran. Journal Article 2020 12 12 Objective: The purpose of this study was to investigate the effectiveness of phonics and whole-word techniques on improving the English reading skills of dyslexic students. Methods: The research method was a pre-test, posttest comparison group design. The population consisted of all elementary dyslexic students in Ardabil city. 30 participants were selected by availability sampling, and they were randomly assigned into two experimental groups (conditions of phonics (dealing with the individual sounds and letters of a word)) and whole-word (taking a word as a complete unit of meaning). To better understand both teaching techniques and to have an accurate understanding of the quality and how to improve the comprehension and learning of words and its impact on reading skill, the sample was homogenized through a pre-test using Vocabulary Levels Test. Then, they participated in 12 sessions each 60 minutes receiving instruction and practice on learning vocabulary through phonics and whole-word methods to see their influence on their reading skill. Results: After performing the treatment, the results were compared through covariance analysis and independent samples t-test. The findings showed an average amount of progress in terms of vocabulary in both groups. However, those language learners in the whole-word group outperformed those in the phonics group when it came to the reading skill (P<0.05). Conclusion: Therefore, it can be concluded that lexical teaching methods (word-based) and phonics (sound-based) have a significant effect on improving the reading skills of dyslexic learners, however, the contribution of the whole-word method is more than that of the phonics technique. Objective: The purpose of this study was to investigate the effectiveness of phonics and whole-word techniques on improving the English reading skills of dyslexic students. Methods: The research method was a pre-test, posttest comparison group design. The population consisted of all elementary dyslexic students in Ardabil city. 30 participants were selected by availability sampling, and they were randomly assigned into two experimental groups (conditions of phonics (dealing with the individual sounds and letters of a word)) and whole-word (taking a word as a complete unit of meaning). To better understand both teaching techniques and to have an accurate understanding of the quality and how to improve the comprehension and learning of words and its impact on reading skill, the sample was homogenized through a pre-test using Vocabulary Levels Test. Then, they participated in 12 sessions each 60 minutes receiving instruction and practice on learning vocabulary through phonics and whole-word methods to see their influence on their reading skill. Results: After performing the treatment, the results were compared through covariance analysis and independent samples t-test. The findings showed an average amount of progress in terms of vocabulary in both groups. However, those language learners in the whole-word group outperformed those in the phonics group when it came to the reading skill (P<0.05). Conclusion: Therefore, it can be concluded that lexical teaching methods (word-based) and phonics (sound-based) have a significant effect on improving the reading skills of dyslexic learners, however, the contribution of the whole-word method is more than that of the phonics technique.

https://jld.uma.ac.ir/article_1088_e2fb32b24b6c0a1125a1c371aad86b36.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 10 2 2021 01 20 Investigating the Structural Equation Model of the effect of Metacognitive Awareness, Self-Efficacy, and Academic Motivation on Attitude towards Mathematics by Examining the Mediating Role of Mathematical Anxiety in Students with Special Learning Disabilities Investigating the Structural Equation Model of the effect of Metacognitive Awareness, Self-Efficacy, and Academic Motivation on Attitude towards Mathematics by Examining the Mediating Role of Mathematical Anxiety in Students with Special Learning Disabilities 282 299 1101 10.32598/JLD.10.2.7 FA Vahid Nourozzade Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran. Esmaeel Soleimani Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran. Journal Article 2018 11 20 Objective: The purpose of this study was to examine the structural equation model of metacognitive awareness, self-efficacy and academic motivation with an attitude toward mathematics: by mediating the role of math anxiety in patients with LD. Methods: The method of this study was correlation of structural equation model. The statistical population of the present study included all students with special learning disorder selected from the 4th to 6th grades of East Azarbaijan province who were studying in the first half of the academic year of 2017-18. The statistical sample included 213 students with a specific learning disorder selected from the statistical community using simple random sampling method. They responded to math anxiety questionnaires, attitude toward math, academic motivation, academic self-efficacy and meta-cognitive awareness questionnaires. Results: The results of Pearson correlation coefficient showed there is a positive and significant relationship between the attitudes toward mathematics and metacognitive awareness; between academic self-efficacy and attitude towards math; there is a positive and significant relationship between attitudes toward math with academic motivation. Also there is a significant negative relationship between mathematical anxiety with metacognitive awareness, academic self-efficacy, internal and external educational motivation, perception of teacher's attitude and attitude toward mathematics. Conclusion: Also, the AMOS software bootstrap test showed that indirect paths of metacognitive strategies to attitudes toward mathematics through mathematical anxiety; academic motivation for attitudes toward mathematics through mathematical anxiety and academic self-efficacy for attitudes toward mathematics through mathematical anxiety are fitted. Objective: The purpose of this study was to examine the structural equation model of metacognitive awareness, self-efficacy and academic motivation with an attitude toward mathematics: by mediating the role of math anxiety in patients with LD. Methods: The method of this study was correlation of structural equation model. The statistical population of the present study included all students with special learning disorder selected from the 4th to 6th grades of East Azarbaijan province who were studying in the first half of the academic year of 2017-18. The statistical sample included 213 students with a specific learning disorder selected from the statistical community using simple random sampling method. They responded to math anxiety questionnaires, attitude toward math, academic motivation, academic self-efficacy and meta-cognitive awareness questionnaires. Results: The results of Pearson correlation coefficient showed there is a positive and significant relationship between the attitudes toward mathematics and metacognitive awareness; between academic self-efficacy and attitude towards math; there is a positive and significant relationship between attitudes toward math with academic motivation. Also there is a significant negative relationship between mathematical anxiety with metacognitive awareness, academic self-efficacy, internal and external educational motivation, perception of teacher's attitude and attitude toward mathematics. Conclusion: Also, the AMOS software bootstrap test showed that indirect paths of metacognitive strategies to attitudes toward mathematics through mathematical anxiety; academic motivation for attitudes toward mathematics through mathematical anxiety and academic self-efficacy for attitudes toward mathematics through mathematical anxiety are fitted.

https://jld.uma.ac.ir/article_1101_a7a77468f8590c645dc57cc1bdc8c65c.pdf