Comparing the Effectiveness of Education Based on Multiple Intelligences and Phonological Awareness and the Combination of these two Methods on Improving the Working Memory of Dyslexic Students

Document Type : Research Paper

Authors

1 PhD student in Educational Psychology, Ardabil Branch, Islamic Azad University of Iran, Ardabil

2 Professor of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

3 Assistant Professor Islamic Azad University, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

4 Assistant Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

Abstract

Objective: The present study was conducted with the aim of comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the working memory of dyslexic students.
Methods: The research method is an experimental type with a multi-group pre-test and post-test design with a control group. The statistical population of the research included students with dyslexia in Ardabil city in the academic year of 2017 (N=112). The sampling method was readily available, and using this method, 64 people were selected and divided into three experimental groups of 16 people and a control group. The first experimental group had ten sessions of phonological awareness training, the second experiment had eleven sessions of training based on multiple intelligences, and the third group had twenty sessions combining the two methods and the control group had their normal daily schedule. Raven's progressive matrices test and Cornoldi's working memory test were used to collect data. Analysis of variance test was used to analyze the research data and SPSS statistical software was used for this purpose.
Resuls: The findings showed that training based on phonological awareness and multiple intelligences and the combination of the two methods significantly improved the working memory of the tested groups (P<0.05). Also, the results showed that the combined training of phonological awareness and multiple intelligences had a greater effect on the average working memory scores of dyslexic children.
Conclusions: Based on the obtained results, the combination of two methods of phonological awareness and multiple intelligence improves the working memory of dyslexic children. So, psychologists are advised to use education based on phonological awareness and multiple intelligences in order to help improve the working memory of children with dyslexia.

Keywords

References

آرمسترانگ، ت .(2001). هوش های چندگانه در کلاس درس. ترجمه: مهشید صفری (1378)، تهران، انتشارات مدرسه.
آناستازی، آ .(1970). روان آزمایی. ترجمه ی محمد نقی براهنی (1379). تهران، انتشارات دانشگاه تهران.
احمدپناه، م و پاکدانایا، پ. (1386). نارساخوانی: مروری بر پژوهش ­های اخیر. پژوهش در حیطه کودکان استثنایی، 7 (3)، 337-352. http://joec.ir/article-1-378-en.pdf
دلاور ع. (1385). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی. تهران: کلک آزاد.
رادفر، ف.، نجاتی، و و فتح­آبادی، ج. (1395). تأثیر توان‌بخشی شناختی بر حافظه‌کاری و روانی کلامی دانش‌آموزان نارساخوان یک مطالعه تک موردی. مجله اندیشه و رفتار، 10(40)، 17 -26. https://jtbcp.riau.ac.ir/article_937.html
رحیمی، س. (1395). کاربست نظریه هوش های چندگانه گاردنر در آموزش و یادگیری، رویش روان شناسی،  5(3)، 30-25. https://frooyesh.ir/article-1-72-fa.html
عابدی، ا و اقابابایی، س (1389).اثربخشی آموزش حافظه فعال بر بهبود عملکرد تحصیلی کودکان با ناتوانی یادگیری ریاضی. مجله روان‌شناسی بالینی، 2(4).73-81. https://www.sid.ir/paper/359602/fa
گنجی، م.، زاهد بابلان، ع و معینی کیا، م. (1391). فراتحلیل پژوهش­های انجام یافته در خصوص نقش الگوهای تدریس بر پیشرفت تحصیلی دانش‌آموزان. روان شناسی مدرسه و آموزشگاه، 1(1)، 93-107. https://jsp.uma.ac.ir/article_23.html
فرهنگ پور ، ف.، خدیوی، ا و ادیب، ی.(1389). رابطه هوش معنوی و عزت نفس با پیشرفت تحصیلی دانش‌آموزان در سال تحصیلی 90-89. زن و مطالعات خانواد، 3(9)، 119-97. https://jwsf.tabriz.iau.ir/article_519819.html
فصیحانی فرد، س  و میکائیلی منیع، ف. (1389). اثربخشی سه روش آموزشی- اصلاحی مبتنی بر مدل پردازش واج‎شناختی بر سرعت و صحت خواندن دانش‌آموزان نارساخوان مقطع ابتدایی. مجله کودکان استثنایی، 10(3)، 269-288. http://joec.ir/article-1-266-fa.html
مهرمحمدی، م. (1388). نظریه هوش چندگانه و دلالت های آن برای برنامه درسی و آموزش. تعلیم و تربیت، 22(4)، 7-31.  https://www.sid.ir/paper/87715/fa
مشکانی، م.، ادریس، ن.، لطفی، م و عبادی­نیا، ق. (1396). تأثیر تقویت آگاهی واجی بر بهبود خواندن و حرمت خود دانش‌آموزان مبتلا به نارساخوانی. سلامت روان کودک، 4(3)، 107-118. http://childmentalhealth.ir/article-1-228-fa.html
موسی­زاده مقدم، ح.، ارجمندنیا، ع.ا.، افروز، غ و غباری بناب، ب. (1397). اثربخشی برنامه ی توانبخشی شناختی مبتنی بر حافظه ی آینده نگر بر مشکلات رفتاری و حافظه ی فعال کودکان با اختلال کاستی توجه بیش فعالی. توانمندسازی کودکان استثنایی، 9(2)، 99-110. http://joec.ir/article-1-844-fa.html
نریمانی، م.، رجبی، س.، افروز، گ.ع.، و صمدی خوشخو، ح. (1390). بررسی اثربخشی مراقبت از ناتوانی‌های یادگیری استان اردبیل در بهبود اختلال یادگیری دانش‌آموزان. مجله ناتوانی های یادگیری، 1(1)، 128-109. https://jld.uma.ac.ir/article_93.html?lang=en
نظری، م.ع.، واحدی، ش.، روشندل راد، م و کافی، م. (1395). نقش حافظه کاری بر روند تحولی ادراک زمان در کودکان دبستانی. روان‌شناسی مدرسه، 5(1)، 101-117. http://jsp.uma.ac.ir/article_421.html
هاشمی، ت.، بیرامی، م.، اسماعیل پور،  خ.، نعمتی، ف و  خوش اقبال، م. (1398). مقایسه اثر بخشی باز توانی شناختی متمرکز بر آگاهی واج‌شناختی و توان بخشی متمرکز بر حافظه فعال در بهبود نشانه های نارسا خوانی در داشش آموزان دوره ابتدایی. مجله ناتوانی یادگیری، 9(1) 138-157.  https://jld.uma.ac.ir/article_837.html
 References
Ahmadpanah, M., & Pakdanaya, P. (2007). Dyslexia: A Review of Recent Research. Research on Exceptional Children. 7(3), 337-352. http://joec.ir/article-1-378-en.html
American Psychiatric Association (2015). DSM-5-Manual Diagnostic Statistic de Transforms Mentis. Porto Alleger: Artmed.
American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders: DSM-5, (5th ed). Arlington: American Psychiatric.
Baddeley A. D. (2017). The concept of working memory A view of its current state and probable future development, Exploring Working Memory, Imprint Routledge, eBook ISBN 9781315111261.
Baddeley, Alan. (2007). Working memory, thought, and action. OUP Oxford.
Baddeley, Alan. (2013). Essentials of Human Memory (Classic Edition).
Bas, G. (2016). The effect of multiple intelligences theory–based education on academic achievement: A meta–analytic review. Educational Sciences: Theory and Practice, 16(6), 183–1864. [DOI.org/10.12738/estp.2016.6.0015]
Bergner, R. M., & Holmes, J. R. (2000). Self-concepts and self-concept change: A status dynamic approach. Psychotherapy: Theory, Research, Practice, Training, 37(1), 36–44. https://psycnet.apa.org/doi/10.1037/h0087737
Berninger, V. W., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of learning disabilities, 50(4), 434– 449. [DOI.org/10.1177/0022219415617167]
Berninger, V. W., Raskind, W., Richards, T., Abbott, R., & Stock, P. (2008). A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: Genotypes, phenotypes, brain, and instruction. Developmental Neuropsychology, 33(6), 707– 744. [DOI.org/10.1080/87565640802418662]
Carolien A. N. Knoop-van Campen, Eliane Segers, Ludo Verhoeven.(2018). How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia. DyslexiaVolume 24(2); 156-169. [DOI.org/10.1002/dys.1583]
Chen, J. Q., Moran, S., & Gardner, H. (2009). Multiple intelligences theory around the world. San Francisco: Jossey–Bass.
Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J., Wadsworth, S. J.& Olson, R. K. (2012). Predicting word reading and comprehension with executive function and speed measures across development: A latent variable analysis. Journal of Experimental Psychology: General, 141, 470– 487. [DOI.org/10.1037/a0027375]
Cornoldi, C. De Beni, R. Giusberti, F. & Massironi, M. (1998). Memory and imagery: A visual trace is not a mental image. Theories of memory, 2, 87-110.
Delaware, A. (2006). Theoretical and practical foundations of research in humanities and social sciences. Tehran: kalak azad.
Farhangpour, F., Khadevi, A. & Adeeb, Y. (2010). Relationship of Spiritual Intelligence and Self- esteem‎ with Students’ Educational Improvement‎. Women & Study of Family, 3(9), 119-97. https://jwsf.tabriz.iau.ir/article_519819.html?lang=en
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention. Learning disabilities: From identification to intervention (2nd ed.). The Guilford Press.
Funder, D. C., & Ozer, D. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156–168. https://psycnet.apa.org/doi/10.1177/2515245919847202
Ganji, M., Zahed-Babelan, A., & MoeiniKia, M.(2012). Meta-analysis of studies carried out regarding the role of teaching models in students academic achievement. Journal of school psychol. 1(1): 93-107. https://jsp.uma.ac.ir/article_23.html
Gathercole, S. E., & Baddeley, A. D. (2014). Working memory and language. Hove and New York: Psychology Press.
Hashemi, T., Byrami, M., Esmaeilpour, Kh., Nemati, F., & Khosheghbal, M. (2018). Comparison of the effectiveness of cognitive rehabilitation focused on phonological awareness and rehabilitation focused on working memory in improving the symptoms of dyslexia in elementary school students. Journal of Learning Disabilities, 9(1) 138-157. https://jld.uma.ac.ir/article_837.html
Irma Marcela Gonz_alez-Trevino, Georgina Mayela Nú~nez-Rocha , Jesús Marco Valencia-Hern_andez, Arturo Arrona-Palacios.(2020). Assessment of multiple intelligences in elementary school students in Mexico: An exploratory study, Heliyont; 6; E 3777. [DOI.org/10.1016/j.heliyon.2020.e03777]
Korkman M, Hakkinen-Rihu P. A new classification of deamong clinic-referred children. J Abnorm Child Psychol. 2010; (18): 29-45.
Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43(5), 441– 454. [DOI.org/10.1177/0022219409355476]
Lortie-Forgues, H., & Inglis, M. (2019). Rigorous large–scale educational RCTs are often uninformative: Should we be concerned? Educational Researcher, 48, 158–166. [DOI.org/10.3102/0013189X19832850]
Macmillan, J. (2004). Music and Dyslexia, piano professional, spring. Journal of Psychology, 4, 10-17.
Maria Manuel Vidal , Marisa Lousada  & Marina Vigário. (2020). Music effects on phonological awareness development in 3-year-old children. Applied Psycholinguistics, 41(2), 318-229. [DOI.org/10.1017/S0142716419000535]
Marta Ferrero., Miguel A. Vadillo  & Samuel P. Le´on .(2021). A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies, Intelligence, 88; 101-116. [DOI.org/10.1016/j.intell.2021.101566]
MaximilianPfost, KristineBlatter; CordulaArtelt; PetraStanat &WolfgangSchneider.(2019). Effects of training phonological awareness on children's reading skill. Journal of Applied Developmental Psychology, 65(7), 101-107. [DOI.org/10.1016/j.appdev.2019.101067]
Melby-Lervag, M., Lyster, S. H. A., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2),, 322– 352.  [DOI.org/10.1037/a0026744]
Musazadeh, H., Arjmandnia, A. A, Afrooz, G. A., & Ghobari-Bonab, B. (2019). The Effectiveness of Cognitive Rehabilitation Program Based on Prospective Memory on the Behavioral Problems and Executive Functions of Attention in Children with Attention-Deficit/Hyperactivity Disorder. JOEC, 18 (3), 117-130. http://joec.ir/article-1-844-fa.html
Mehrmohammadi, M. (2009). The theory of multiple intelligences and its implications for curriculum and education. Journal of Education, 22(4), 7-31. https://www.sid.ir/paper/87715/fa
Moshkani, M., Nuori, E., Lotfi, M., & Ebadinya, G. (2017). Effect of Phonological Awareness on Improving Reading and Self-esteem of Students with Dyslexia. J Child Ment Health, 4 (3), 107-118. http://childmentalhealth.ir/article-1-228-fa.html
Nazari, M. A., Vahedi, S. H., Roshandel Rad, M., & Kafi, M. (2016). The role of working memory in the process of transformation time perception in school-age children. Journal of School psychology, 5(1), 101-117. http://jsp.uma.ac.ir/article_421.html?lang=en
Fasihiyani Fard, S. & Michaeli Monie, F., (2010). Effectiveness of three methods for model-based educational reform phonological processing speed and accuracy of reading in dyslexic students at elementary. Journal of exceptional children, 37, 269-288. (Persian). http://joec.ir/article-1-266-fa.html
Narimani, M., Rajabi, S., Afroz, G. A., & Samadi khoshkhoo, H. (2011). Evaluate the effectiveness of learning disabilities care Ardebil province in improving student learning disorder. learning disabilities Journal, 1(1), 128-109. (Persian). https://jld.uma.ac.ir/article_93.html?lang=en
Olga V. Burenkova ,. Oksana Yu. Naumova  & Elena L. Grigorenko.(2021). Stress in the onset and aggravation of learning disabilities, Developmental Review, 61, 96-104. [DOI.org/10.1016/j.dr.2021.100968]
RachelSermier Dessemontet & Anne-Françoisede Chambrier.(2015). The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities, Research in Developmental Disabilities. 41(42), 1-12. [DOI.org/10.1016/j.ridd.2015.04.001]
Radfar, F., Nejati, V., & Fathabadi, J. (2015). The impact of cognitive rehabilitation on working memory and verbal fluency in dyslexic students (a single case study). Journal of Thought and Behavior, 10(40), 17-26. https://jtbcp.riau.ac.ir/article_937.html?lang=en
Rahimi, S. (2016). Pragmatics of multiple intelligence theory in learning and instruction. Rooyesh, 5 (3), 7-30. https://frooyesh.ir/article-1-72-fa.html
Rubio-Aparicio, M., Marín-Martínez, F., S´anchez-Meca, J., & L´opez-L´opez, J. A. (2018). A methodological review of meta–analyses of the effectiveness of clinical psychology  treatments. Behavior Research Methods, 50(5), 2057–2073. [DOI.org/10.3758/s13428-017-0973-8]
Samuel, S. O. (2010). Emotional Intelligence, self-efficacy, psychological wellBeing and students' attitudes: Implications for quality education. European Journal of Educational Studies, 2(3), 247-257. https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/referencespapers.aspx?referenceid=2472810 
Schlaggar, B. L., & McCandliss, B. D. (2016). Development of neural systems for reading. Annual Review of Neuroscience, 30, 475–503. [DOI.org/10.1146/annurev.neuro.28.061604.135645]
Sozen, H. sozen, M & Tekat, A. (2009). Comparison of the profiles of the potential teachers in different disciplines based on multiple intelligences theory (Samsun city sample). Journal of procedia social and behavioral sciences, 1(1), 943-948. [DOI.org/10.1016/j.sbspro.2009.01.167]
Wagner, J., Hoppmann, C., Ram, N., & Gerstorf, D. (2015). Self-esteem is relatively stable late in life: The role of resources in the health, self-regulation, and social domains. Developmental Psychology, 51(1), 136–149. https://psycnet.apa.org/doi/10.1037/a0038338
Yopp, H. K. & Yopp, R. H. (2009). Phonological awareness is child's play! YC Young Children, 64(1), 12.
https://www.proquest.com/docview/197599938
Journal of Learning Disabilities
Volume 12, Issue 4
September 2023
Pages 65-51

Files

Share

How to cite

Statistics