University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86731320120621In the present research the writing
mistakes of ordinary elementary school boys and
those with dysgraphia, have been compared and
analyzed.Research sample was taken from six boy’s
elementary school which was selected randomly
among educational zones of Tehran city.Sample
comprised 150 students of 3rd, 4th and 5th grade; 75
dysgraphic and 75 ordinary students.GPA,samples of
handwriting and dictation of both groups were
collected for assessment ,and a few interviews were
conducted withIn the present research the writing
mistakes of ordinary elementary school boys and
those with dysgraphia, have been compared and
analyzed.Research sample was taken from six boy’s
elementary school which was selected randomly
among educational zones of Tehran city.Sample
comprised 150 students of 3rd, 4th and 5th grade; 75
dysgraphic and 75 ordinary students.GPA,samples of
handwriting and dictation of both groups were
collected for assessment ,and a few interviews were
conducted with628101jld-1-3-91-4-1FAMAkhavan TaftiScientific Board member/ Alzahra UniversitySAsadi BideshkiM.A Student of Psychology, Alzahra UniversityJournal Article20120418In the present research the writing<br />mistakes of ordinary elementary school boys and<br />those with dysgraphia, have been compared and<br />analyzed.Research sample was taken from six boy’s<br />elementary school which was selected randomly<br />among educational zones of Tehran city.Sample<br />comprised 150 students of 3rd, 4th and 5th grade; 75<br />dysgraphic and 75 ordinary students.GPA,samples of<br />handwriting and dictation of both groups were<br />collected for assessment ,and a few interviews were<br />conducted with teachers and parents of dysgraphic<br />students. Data was analyzed using descriptive and<br />inferential statistics and content analysis. Results<br />showed there is a significant difference between the<br />two groups in the type and frequency of writing<br />mistakes.A remarkable finding of this research is<br />about the result of between-grade comparisons which<br />showed a substantial decrease in types and frequency<br />of writing mistakes in ordinary students as grades<br />increase, while there was an increase or consistency<br />in writing mistakes over time in dysgraphic students.<br />Thus it can be councluded that dysgraphic students<br />don't benefit from the instructions that is based on<br />drill and repetition.In the present research the writing<br />mistakes of ordinary elementary school boys and<br />those with dysgraphia, have been compared and<br />analyzed.Research sample was taken from six boy’s<br />elementary school which was selected randomly<br />among educational zones of Tehran city.Sample<br />comprised 150 students of 3rd, 4th and 5th grade; 75<br />dysgraphic and 75 ordinary students.GPA,samples of<br />handwriting and dictation of both groups were<br />collected for assessment ,and a few interviews were<br />conducted with teachers and parents of dysgraphic<br />students. Data was analyzed using descriptive and<br />inferential statistics and content analysis. Results<br />showed there is a significant difference between the<br />two groups in the type and frequency of writing<br />mistakes.A remarkable finding of this research is<br />about the result of between-grade comparisons which<br />showed a substantial decrease in types and frequency<br />of writing mistakes in ordinary students as grades<br />increase, while there was an increase or consistency<br />in writing mistakes over time in dysgraphic students.<br />Thus it can be councluded that dysgraphic students<br />don't benefit from the instructions that is based on<br />drill and repetition.https://jld.uma.ac.ir/article_101_a7be7908557cc36c0169adf20f5dc3ec.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86731320120621A study of the factors influencing primary students’ handwriting
legibility from the teacher's viewpointA study of the factors influencing primary students’ handwriting
legibility from the teacher's viewpoint2945102jld-1-3-91-4-2FAMKhosro Javid1Corresponding Author: Assistant Professor of Psychology
University of GuilanSGhavami LahijM.A. in LinguisticsJournal Article20120306One of the most common problems in<br />schools is students’ illegible handwriting. The<br />purpose of the present research was to study the<br />effective factors on primary students' legible<br />handwriting. This study was conducted with<br />descriptive survey method. The participants for this<br />study included 100 teachers of Lahijan. The sample<br />was selected using random sampling method. After<br />codification of theoretical background, 4 factors that<br />affect handwriting were selected. Based on these<br />factors the research’s questions were made. The<br />measuring instrument was a researcher – designed<br />questionnaire with 24 questions. Analyzing of data<br />was conducted using t-test single-variable for<br />comprising with average level(3). Statistical test<br />results showed that prerequisite writing skills,<br />ergonomic factors and factors related to dictation<br />affect on students handwriting legibility and common<br />errors in writing don’t have any effect on<br />handwriting legibilityOne of the most common problems in<br />schools is students’ illegible handwriting. The<br />purpose of the present research was to study the<br />effective factors on primary students' legible<br />handwriting. This study was conducted with<br />descriptive survey method. The participants for this<br />study included 100 teachers of Lahijan. The sample<br />was selected using random sampling method. After<br />codification of theoretical background, 4 factors that<br />affect handwriting were selected. Based on these<br />factors the research’s questions were made. The<br />measuring instrument was a researcher – designed<br />questionnaire with 24 questions. Analyzing of data<br />was conducted using t-test single-variable for<br />comprising with average level(3). Statistical test<br />results showed that prerequisite writing skills,<br />ergonomic factors and factors related to dictation<br />affect on students handwriting legibility and common<br />errors in writing don’t have any effect on<br />handwriting legibilityhttps://jld.uma.ac.ir/article_102_a7f74a64d12fbd36090c70b5ba586bcc.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86731320120621The role of self-esteem and test anxiety in predicting life
satisfaction in students with dyscalculiaThe role of self-esteem and test anxiety in predicting life
satisfaction in students with dyscalculia4662103jld-1-3-91-4-3FASRajabiM.A Student of Psychology,
Department of Psychology, University of Mohaghegh ArdabiliAAbolghasemiAssociate Professor of Psychology University of Mohaghegh ArdabiliMAbbasiPh.D.student of psychology, University of Mohaghegh ArdabiliJournal Article20120307The purpose of the present study is to<br />determine role of self-esteem and test anxiety<br />in predicting life satisfaction in students with<br />dyscalculia. This research is a correlational<br />study The research sample consisted 60<br />students with dyscalculia was selected from<br />through stage random sampling among students<br />in the Delijan city. Data were collected using<br />the Kay-Math Mathematic Test, Self-Esteem<br />Scale and Test Anxiety Inventory and life<br />satisfaction Scale. The results of Pearson<br />correlation coefficient showed that selfesteem(<br />r=0.43) and test anxiety(r=-0.37) are<br />related to life satisfaction in students with<br />dyscalculia (P<0.01). The result of enter<br />regression showed that self-esteem and test<br />anxiety explained 22 percent of variance of life<br />satisfaction in students with dyscalculia. The<br />results indicated that high levels of self-esteem<br />and low levels test anxiety increases life<br />satisfaction in students with dyscalculia..The purpose of the present study is to<br />determine role of self-esteem and test anxiety<br />in predicting life satisfaction in students with<br />dyscalculia. This research is a correlational<br />study The research sample consisted 60<br />students with dyscalculia was selected from<br />through stage random sampling among students<br />in the Delijan city. Data were collected using<br />the Kay-Math Mathematic Test, Self-Esteem<br />Scale and Test Anxiety Inventory and life<br />satisfaction Scale. The results of Pearson<br />correlation coefficient showed that selfesteem(<br />r=0.43) and test anxiety(r=-0.37) are<br />related to life satisfaction in students with<br />dyscalculia (P<0.01). The result of enter<br />regression showed that self-esteem and test<br />anxiety explained 22 percent of variance of life<br />satisfaction in students with dyscalculia. The<br />results indicated that high levels of self-esteem<br />and low levels test anxiety increases life<br />satisfaction in students with dyscalculia..https://jld.uma.ac.ir/article_103_f87e0e49c8209201f7ebb440f3a79070.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86731320120621A comparison of the memory and attention profiles of students
with and without learning disabilitiesA comparison of the memory and attention profiles of students
with and without learning disabilities6384104jld-1-3-91-4-4FASRajabiAssistant Professor of
psychology, Persian Gulf UniversityAPakizehAssistant Professor of psychology, Persian Gulf UniversityJournal Article20120521The aim of this study is Comparison<br />of memory and attention's profile in students<br />with learning disabilities and normal students.<br />Sample was five groups(15 normal students, 15<br />students with dyslexia, 15 students with<br />dysgraphia, 15 students with dyscalculia and 15<br />students with two or three disable) that selected<br />with multistage cluster random sampling in<br />schools of Bushehr and matched. Tools used in<br />this study include impaired reading test,<br />writhing, calculate, Continuous Performance<br />Test(CPT), Wechsler intelligence scale for<br />children revised, and clinical interview.<br />MANOVA Results indicated significant<br />deferent between groups (P<0.001). Tukey<br />(HSD) analyze showed normal students has<br />more attention and memory in comparing with<br />other groups(dyslexia, dysgraphia, dyscalculia<br />and students with two or three<br />disability)(P<0.001). Then, to rank was<br />students with dyscalculia and dyslexia, students<br />with dysgraphia, and lesser of others, students<br />with two or three disability(P<0.001). This<br />study indicated students with dysgraphia and<br />especially students with two or three<br />disabilities have less attention and memory.The aim of this study is Comparison<br />of memory and attention's profile in students<br />with learning disabilities and normal students.<br />Sample was five groups(15 normal students, 15<br />students with dyslexia, 15 students with<br />dysgraphia, 15 students with dyscalculia and 15<br />students with two or three disable) that selected<br />with multistage cluster random sampling in<br />schools of Bushehr and matched. Tools used in<br />this study include impaired reading test,<br />writhing, calculate, Continuous Performance<br />Test(CPT), Wechsler intelligence scale for<br />children revised, and clinical interview.<br />MANOVA Results indicated significant<br />deferent between groups (P<0.001). Tukey<br />(HSD) analyze showed normal students has<br />more attention and memory in comparing with<br />other groups(dyslexia, dysgraphia, dyscalculia<br />and students with two or three<br />disability)(P<0.001). Then, to rank was<br />students with dyscalculia and dyslexia, students<br />with dysgraphia, and lesser of others, students<br />with two or three disability(P<0.001). This<br />study indicated students with dysgraphia and<br />especially students with two or three<br />disabilities have less attention and memory.https://jld.uma.ac.ir/article_104_75f4ae343f5537e300902badea3747af.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86731320120621A comparison of self-efficacy beliefs and achievement motivation
in students with and without learning disabilityA comparison of self-efficacy beliefs and achievement motivation
in students with and without learning disability85104105jld-1-3-91-4-5FARAlaei Kharaem1: M.A. in Psychology,
Tarbiat Moallem UniversityMNarimaniProfessor of Psychology, University of Mohaghegh ArdabiliSAlaei KharaemB.A. Student of Psychology, University of Mohaghegh ArdabiliJournal Article20120313The purpose of this study was to<br />compare self-efficacy beliefs and achievement<br />motivation in students with and without<br />learning disabilities. This is a sectionalcomparative<br />study. From among all students of<br />primary school(girl and boy) with and without<br />learning disabilities in Ardabil in 1390, and<br />using a stratifed sampling procedure a sample<br />of 40 students with LD, and 40 normal students<br />matched(in terms of age, gender, class, school<br />and eco-social status) was selected. Data were<br />collected using general self-efficacy<br />questionnaire of Scherer and et al. and<br />achievement motivation questionnaire(AMQ)<br />of Hermans. Results indicated that the two<br />groups of students differed significantly in<br />self-efficacy beliefs and achievement<br />motivation. Students with learning disability<br />experience low levels of self-efficacy beliefs<br />and achievement motivation because of low<br />levels of expectation of themselves. The<br />findings imply that self-efficacy beliefs and<br />achievement motivation should be important in<br />the educational and counseling services<br />provided for students with LD.The purpose of this study was to<br />compare self-efficacy beliefs and achievement<br />motivation in students with and without<br />learning disabilities. This is a sectionalcomparative<br />study. From among all students of<br />primary school(girl and boy) with and without<br />learning disabilities in Ardabil in 1390, and<br />using a stratifed sampling procedure a sample<br />of 40 students with LD, and 40 normal students<br />matched(in terms of age, gender, class, school<br />and eco-social status) was selected. Data were<br />collected using general self-efficacy<br />questionnaire of Scherer and et al. and<br />achievement motivation questionnaire(AMQ)<br />of Hermans. Results indicated that the two<br />groups of students differed significantly in<br />self-efficacy beliefs and achievement<br />motivation. Students with learning disability<br />experience low levels of self-efficacy beliefs<br />and achievement motivation because of low<br />levels of expectation of themselves. The<br />findings imply that self-efficacy beliefs and<br />achievement motivation should be important in<br />the educational and counseling services<br />provided for students with LD.https://jld.uma.ac.ir/article_105_044fcc0c1f961e2d3dbc773ff3beb4a6.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86731320120621The effectiveness of art therapy (painting) in reducing the
aggressive behavior of students with dyslexiaThe effectiveness of art therapy (painting) in reducing the
aggressive behavior of students with dyslexia105117106jld-1-3-91-4-6FAJKaramiAssistant Professor of
Psychology, University of razi KermanshahMAlikhaniMA. Student of Psychology, University of razi kermanshahAZakieiMA. Student of Psychology, University of razi kermanshahKKhodadiMA. Student of Psychology, Islamic azad
University, RodehenJournal Article20120315This paper investigates the effectiveness<br />of painting in reducing aggressive behavior<br />among students with dyslexia. The study<br />population consisted of all dyslexic female<br />students in Kermanshah referred to centers of<br />learning disorders in Kermanshah, which among<br />them a sample of 120 were selected in available<br />sampling method and after completing Eysenck<br />aggression questionnaire, 30 with highest scores<br />were divided randomly into two groups of<br />experimental and control. Experimental group<br />began free painting for 6 sessions and after<br />intervention, post-test was conducted for both<br />groups. The design of study was of experimental<br />and in order to analyze data, statistical method of<br />covariance was used. The results indicated that<br />there was a significant relationship between pretest<br />and post-test aggression scores in both groups<br />of experimental and control. In terms of findings<br />it could be concluded that painting is effective in<br />reducing aggressive behaviors of female students<br />with dyslexiaThis paper investigates the effectiveness<br />of painting in reducing aggressive behavior<br />among students with dyslexia. The study<br />population consisted of all dyslexic female<br />students in Kermanshah referred to centers of<br />learning disorders in Kermanshah, which among<br />them a sample of 120 were selected in available<br />sampling method and after completing Eysenck<br />aggression questionnaire, 30 with highest scores<br />were divided randomly into two groups of<br />experimental and control. Experimental group<br />began free painting for 6 sessions and after<br />intervention, post-test was conducted for both<br />groups. The design of study was of experimental<br />and in order to analyze data, statistical method of<br />covariance was used. The results indicated that<br />there was a significant relationship between pretest<br />and post-test aggression scores in both groups<br />of experimental and control. In terms of findings<br />it could be concluded that painting is effective in<br />reducing aggressive behaviors of female students<br />with dyslexiahttps://jld.uma.ac.ir/article_106_1716977b551530017137cf5b50e63fb6.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-86731320120621An investigation of the power of the Bender Gestalt test in the
prediction of preschool children’s predisposition for dyslexia and
dysgraphiaAn investigation of the power of the Bender Gestalt test in the
prediction of preschool children’s predisposition for dyslexia and
dysgraphia118130107jld-1-3-91-4-7FAS.AMehrinejadAssistance professor in Psychology,
Alzahra UniversityNSobhi Gharamaleki2Assistance professor in Psychology of University, Mohaghegh ArdabiliSRajabi MoghadamMA student of Psychology, Alzahra universityJournal Article20120404the current research investigated the power<br />of Bender Gestalt test in provident of the affliction<br />readiness to dyslexia and dysgraphia in Tehranian<br />preschool children. This research carrying out in<br />direct access to the test for diagnosis the children that<br />have need the therapy for dyslexia and dysgraphia<br />before of entrance to elementary school the method<br />of the research was the descriptive from the kind of<br />longitudinal. 743 preschool children selected<br />randomly from the regions 2, 3, 5, 6 education of<br />Tehran city. Subjects have have been tested with<br />Bender Gestalt test. Finally 28 preschool children<br />with 85-95 I.Q that in elementary first grade affected<br />to dyslexia and dysgraphia compares with the same<br />I.Q preschool child 28 and without learning disability<br />.the mean total error and fourfold errors of distortion,<br />rotation, disintegration, perseveration compared<br />between two groups with independent test. The<br />results showed that merely the disintegration error<br />score of preschool children possessing readiness for<br />being affected to dyslexia and dysgraphia is<br />significantly more than normal preschool children.the current research investigated the power<br />of Bender Gestalt test in provident of the affliction<br />readiness to dyslexia and dysgraphia in Tehranian<br />preschool children. This research carrying out in<br />direct access to the test for diagnosis the children that<br />have need the therapy for dyslexia and dysgraphia<br />before of entrance to elementary school the method<br />of the research was the descriptive from the kind of<br />longitudinal. 743 preschool children selected<br />randomly from the regions 2, 3, 5, 6 education of<br />Tehran city. Subjects have have been tested with<br />Bender Gestalt test. Finally 28 preschool children<br />with 85-95 I.Q that in elementary first grade affected<br />to dyslexia and dysgraphia compares with the same<br />I.Q preschool child 28 and without learning disability<br />.the mean total error and fourfold errors of distortion,<br />rotation, disintegration, perseveration compared<br />between two groups with independent test. The<br />results showed that merely the disintegration error<br />score of preschool children possessing readiness for<br />being affected to dyslexia and dysgraphia is<br />significantly more than normal preschool children.https://jld.uma.ac.ir/article_107_faf7fafaabd4727766cf0f4e392bba6a.pdf