University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 2 2016 02 20 Comparing the emotion expression, emotional literacy and social self-efficacy in children with and without learning disabilities Comparing the emotion expression, emotional literacy and social self-efficacy in children with and without learning disabilities 7 26 389 FA S Ariapooran Corresponding Author: Assistant Professor of Psychology, Malayer University Journal Article 2016 03 08 The purpose of this study was to compare the emotion expression, emotional literacy and social self-efficacy in children with and without Learning Disabilities (LD). To this end, 66 children with LD 66 children without LD were selected through available sampling and random sampling, respectively. Participants of the two groups were homogeneous in terms of gender, academic grade, and residence. Research method was causal-comparison. Data were collected using the Emotion Expression Scale for Children (Penza-Clyve & Zeman, 2002), Emotional Literacy Assessment Instrument (Southampton Psychology Service, 2003) and social self-efficacy subscale of Self-Efficacy Questionnaire for Children (Muris, 2001). Multivariate Analysis of Variance (MANOVA) was used for analyzing the data. Results indicated that the mean of poor emotional awareness and reluctance in expressing emotion was higher in children with LD compared to children without LD, and for emotional literacy (self-awareness and social skills) and social self-efficacy was higher in children without LD than children with LD. According to the results, attention to psychological strategies for improving the emotion expression, emotional literacy and social self-efficacy in children with LD was suggested. The purpose of this study was to compare the emotion expression, emotional literacy and social self-efficacy in children with and without Learning Disabilities (LD). To this end, 66 children with LD 66 children without LD were selected through available sampling and random sampling, respectively. Participants of the two groups were homogeneous in terms of gender, academic grade, and residence. Research method was causal-comparison. Data were collected using the Emotion Expression Scale for Children (Penza-Clyve & Zeman, 2002), Emotional Literacy Assessment Instrument (Southampton Psychology Service, 2003) and social self-efficacy subscale of Self-Efficacy Questionnaire for Children (Muris, 2001). Multivariate Analysis of Variance (MANOVA) was used for analyzing the data. Results indicated that the mean of poor emotional awareness and reluctance in expressing emotion was higher in children with LD compared to children without LD, and for emotional literacy (self-awareness and social skills) and social self-efficacy was higher in children without LD than children with LD. According to the results, attention to psychological strategies for improving the emotion expression, emotional literacy and social self-efficacy in children with LD was suggested. https://jld.uma.ac.ir/article_389_367f3db24b6c4bf3288296313117f388.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 2 2016 02 20 The effectiveness of spatial organization and phonemic awareness on reading and writing of students with learning disorders The effectiveness of spatial organization and phonemic awareness on reading and writing of students with learning disorders 27 42 390 FA A.R Pirkhaef Assistant professor of clinical psychology. Islamic azad university Garmsar branch B Hassanvand Corresponding Author: Student of Ph.d for exceptional children psychology. Allameh tabatabaee Tehran. Y Azami Student of Ph.d for general psychology. Allameh tabatabaee Tehran S Hassanvand Student of Ph.d for educational psychology. Al Zahra university Tehran. Journal Article 2016 03 08 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. 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.

https://jld.uma.ac.ir/article_390_450a3995439970b9558dc1d0554e9967.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 2 2016 02 20 The comparison of visual and auditory working memory between children at risk of dyslexia and normal readers: through designed neuro-cognitive program The comparison of visual and auditory working memory between children at risk of dyslexia and normal readers: through designed neuro-cognitive program 43 53 391 FA M Delavarian Corresponding Author: Ph.D student of exceptional children psychology, Department of Psychology and educational sciences, University of Tehran. GH.A Afrooz Distinguished Professor, Department of Psychology and educational sciences, University of Tehran. F Towhidkhah Full Professor, Department of biomedical engineering, Amirkabir university of technology. S.K Rasoolzadeh Tabatabaei Associated Professor, Department of human sciences, Tarbiat Modares University. A.A Arjmandnia Associated Professor, Department of Psychology and educational sciences, University of Tehran. Journal Article 2016 03 08 Dyslexia is the best-known specific learning disorder, with neuro-biological origin. This disorder is related to reading difficulties despite of normal intelligence and proper instructions. The aim of this study was to compare visual and auditory working memory of the children at risk of dyslexia and the normal readers through researcher-made neuro-cognitive program, with the purpose of improving the quality of educational interventions and rehabilitation. The sample was selected through cluster random sampling method from nineteenth regions of Tehran province. They were all the preschoolers before formal reading education and learning. Their auditory and visual working memory scores and results were collected and saved using the neuro-cognitive program with high validity and reliability. The subjects were followed for two years till the definite diagnose was determined and then their auditory and visual working memory scores in preschool were compared. The differences between the mean of auditory and visual working memory scores in two groups were measured through Chi-square test and the difference between two groups was significant (P<0/05). Dyslexia is the best-known specific learning disorder, with neuro-biological origin. This disorder is related to reading difficulties despite of normal intelligence and proper instructions. The aim of this study was to compare visual and auditory working memory of the children at risk of dyslexia and the normal readers through researcher-made neuro-cognitive program, with the purpose of improving the quality of educational interventions and rehabilitation. The sample was selected through cluster random sampling method from nineteenth regions of Tehran province. They were all the preschoolers before formal reading education and learning. Their auditory and visual working memory scores and results were collected and saved using the neuro-cognitive program with high validity and reliability. The subjects were followed for two years till the definite diagnose was determined and then their auditory and visual working memory scores in preschool were compared. The differences between the mean of auditory and visual working memory scores in two groups were measured through Chi-square test and the difference between two groups was significant (P<0/05).

https://jld.uma.ac.ir/article_391_ec986f7f961cfebddcebdba3c352bc3d.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 2 2016 02 20 The effectiveness of self-monitoring attention on performance of students with specific learning disorder in continuous operation Scale (CPT) The effectiveness of self-monitoring attention on performance of students with specific learning disorder in continuous operation Scale (CPT) 54 73 392 FA E Soleymani Corresponding author: Assistant Professor of Psychology, Urmia University Journal Article 2016 03 08 The main objective of this study was to investigate the effect of self-monitoring attention on performance of students with specific learning difficulties in Continuous Operation Scale (CPT). The target population included all fourth, fifth and sixth grade students with specific learning disabilities in schools of Bilesavar in the academic years of 2012-2013 from which 32 students with math learning disability were selected using simple random sampling. Tools used in this study included: Researcher-made questionnaire, Raven's IQ test and continuous performance test. The research was a pilot study with clinical trial including a pre-test and a post-test done with a control group. Data were analyzed by multivariate analysis of variance (MACNOVA). Results showed that there were significant differences between two groups of students with specific learning disorders and the control group in the components of continuous operation scale. This means that, after self-monitoring training, continuous operation scale components in the experimental group improved. According to the findings of this study, it can be concluded that self-monitoring training increases attention maintenance of students with learning difficulties and it can be applied as an effective intervention method. The main objective of this study was to investigate the effect of self-monitoring attention on performance of students with specific learning difficulties in Continuous Operation Scale (CPT). The target population included all fourth, fifth and sixth grade students with specific learning disabilities in schools of Bilesavar in the academic years of 2012-2013 from which 32 students with math learning disability were selected using simple random sampling. Tools used in this study included: Researcher-made questionnaire, Raven's IQ test and continuous performance test. The research was a pilot study with clinical trial including a pre-test and a post-test done with a control group. Data were analyzed by multivariate analysis of variance (MACNOVA). Results showed that there were significant differences between two groups of students with specific learning disorders and the control group in the components of continuous operation scale. This means that, after self-monitoring training, continuous operation scale components in the experimental group improved. According to the findings of this study, it can be concluded that self-monitoring training increases attention maintenance of students with learning difficulties and it can be applied as an effective intervention method.

https://jld.uma.ac.ir/article_392_1fd42965ab26e96f94190078ae8b3d25.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 2 2016 02 20 Comparison of social welfare and social anxiety in children with and without specific learning disabilities Comparison of social welfare and social anxiety in children with and without specific learning disabilities 74 91 393 FA M Abbasi Corresponding Author: Assistant Professor, Department of Psychology, Faculty of Literature and Human Sciences, Salman Farsi University of Kazerun Journal Article 2016 03 08 The aim of this study was to compare the social anxiety and social well-being of students with and without learning disabilities. This study is causal-comparative. The population of this study consisted of all students with and without learning disorder referred to clinical and education centers in the Karaj city in 2014-2015. Sixty people (30 with disorder and 30 without disorder) were selected by available sampling method. To collect data, social anxiety and social well-being scales were used. The results showed that there are significant differences in social anxiety and social well-being between the two groups. In other words, students with learning disabilities had higher scores on cognitive components of social anxiety compared to the control group. The students were lower than the normal group in social welfare. The disability to learn is an important predictor for engaging in avoidance behavior, isolation and lack of involvement in social issues. The results also have important implications in the field of prevention, pathology and treatment of learning disabilities. The aim of this study was to compare the social anxiety and social well-being of students with and without learning disabilities. This study is causal-comparative. The population of this study consisted of all students with and without learning disorder referred to clinical and education centers in the Karaj city in 2014-2015. Sixty people (30 with disorder and 30 without disorder) were selected by available sampling method. To collect data, social anxiety and social well-being scales were used. The results showed that there are significant differences in social anxiety and social well-being between the two groups. In other words, students with learning disabilities had higher scores on cognitive components of social anxiety compared to the control group. The students were lower than the normal group in social welfare. The disability to learn is an important predictor for engaging in avoidance behavior, isolation and lack of involvement in social issues. The results also have important implications in the field of prevention, pathology and treatment of learning disabilities.

https://jld.uma.ac.ir/article_393_60c6b3765484b86a667f594e7e7a6a57.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 2 2016 02 20 The effectiveness of remedial treatment on the basis of davis’s method on improving of dyslexia The effectiveness of remedial treatment on the basis of davis’s method on improving of dyslexia 92 105 394 FA M.A Mohammadyfar Corresponding Author: Assistant professor of Psychology, Semnan University.( G Mahdinejad Gorji . Ph.D. Student of Educational Psychology, Semnan University H Jenaabadi Associate Professor of Educational Sciences Department, Sistan & Balochestan University A Zarei Matekolaee MA in Clinical Psychology, Semnan University Journal Article 2016 03 08 The aim of the present study was to examine the effectiveness of remedial treatment on the basis of Davis’s method on improving dyslexia. The research method was experimental including a pretest, a posttest and a control group. The research population included all guidance school male students in 2015-2016 academic years. Through clustering random sampling, 300 male students were selected. Finally, 24 students determined as dyslexic by entrance criterion were selected and randomly divided into an experimental and a control group. The experimental group participated 19 training sessions provided by Davis’s method. The result of covariance analysis showed that remedial treatment of Davis’s method was effective on improving dyslexia. Based on the results of the study, it can be claimed that remedial treatment of Davis’s method is effective for treatment of dyslexia. The aim of the present study was to examine the effectiveness of remedial treatment on the basis of Davis’s method on improving dyslexia. The research method was experimental including a pretest, a posttest and a control group. The research population included all guidance school male students in 2015-2016 academic years. Through clustering random sampling, 300 male students were selected. Finally, 24 students determined as dyslexic by entrance criterion were selected and randomly divided into an experimental and a control group. The experimental group participated 19 training sessions provided by Davis’s method. The result of covariance analysis showed that remedial treatment of Davis’s method was effective on improving dyslexia. Based on the results of the study, it can be claimed that remedial treatment of Davis’s method is effective for treatment of dyslexia.

https://jld.uma.ac.ir/article_394_8aa9ae3199e53c5394376fbf17f56f0f.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 5 2 2016 02 20 The role of moral and social intelligence in predicting resiliency and quality of life in parents of children with learning disabilities The role of moral and social intelligence in predicting resiliency and quality of life in parents of children with learning disabilities 106 128 395 FA M Narimani Professor of Psychology, University of Mohaghegh Ardabili M Ghaffari . Corresponding Author: PhD Student of Psychology, University of Mohaghegh Ardabili. Journal Article 2016 03 08 The purpose of this research was to examine the role of moral and social intelligence in predicting resiliency and quality of life in parents of children with learning disabilities. The study was a descriptive and correlational one. The sample included 150 parents of children with learning disabilities of East Azerbaijan in 2014-2015 academic years that have been selected through cluster sampling in several phases. Social intelligence questionnaire, Lennick and Kiel’s moral intelligence scale, WHO quality of life questionnaire and Conner and Davidson resiliency scale have been used for data collection. Data was analyzed using Pearson correlation coefficient and multiple regression analysis. The results showed that social intelligence (r=0.423), compassion subscale of moral intelligence (r=0.273), responsibility subscale of moral intelligence (r=0.282), forgiveness subscale of moral intelligence (r=0.273), and honesty subscale of moral intelligence (r=0.544) were all in significant positive correlation with resiliency in parents of children with learning disabilities. Positive and direct correlation was observed between quality of life with social intelligence (r=0.344), compassion subscale of moral intelligence (r=0.330), responsibility subscale of moral intelligence (r=0.233), forgiveness subscale of moral intelligence (r=0.446), and honesty subscale of moral intelligence (r=0.253) in parents of children with learning disabilities. The results of multivariate correlation coefficient, through Enter, showed that the variable of social intelligence and subscales of moral intelligence may partially (41.6%) explain quality of life and (41.4%) explain resiliency in parents of children with learning disabilities. The purpose of this research was to examine the role of moral and social intelligence in predicting resiliency and quality of life in parents of children with learning disabilities. The study was a descriptive and correlational one. The sample included 150 parents of children with learning disabilities of East Azerbaijan in 2014-2015 academic years that have been selected through cluster sampling in several phases. Social intelligence questionnaire, Lennick and Kiel’s moral intelligence scale, WHO quality of life questionnaire and Conner and Davidson resiliency scale have been used for data collection. Data was analyzed using Pearson correlation coefficient and multiple regression analysis. The results showed that social intelligence (r=0.423), compassion subscale of moral intelligence (r=0.273), responsibility subscale of moral intelligence (r=0.282), forgiveness subscale of moral intelligence (r=0.273), and honesty subscale of moral intelligence (r=0.544) were all in significant positive correlation with resiliency in parents of children with learning disabilities. Positive and direct correlation was observed between quality of life with social intelligence (r=0.344), compassion subscale of moral intelligence (r=0.330), responsibility subscale of moral intelligence (r=0.233), forgiveness subscale of moral intelligence (r=0.446), and honesty subscale of moral intelligence (r=0.253) in parents of children with learning disabilities. The results of multivariate correlation coefficient, through Enter, showed that the variable of social intelligence and subscales of moral intelligence may partially (41.6%) explain quality of life and (41.4%) explain resiliency in parents of children with learning disabilities.

https://jld.uma.ac.ir/article_395_f6cd4738eba0eda2072d24c4baa10e84.pdf