Journal of Arak University of Medical Sciences

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Showing 2 results for Dyslexia

The Comparison of the Effect of Mental Rotation and Phonological Awareness Training on Accuracy, Speed and Comprehension in Students with Dyslexia in City of Tabriz, 2015-2016

Ramin Habibi-Kaleybar, Abolfazl Farid, Farnaz Shaban Besim,
Volume 20, Issue 2 (5-2017)

Abstract

Abstract

Background: The problem of learning disabilities is the reason of academic backwardness of students and dyslexia is considered the most common of these disorders.Therefore, the present study aimed to investigate the comparison of the effectiveness of mental rotation and phonological awareness training on reading performance of students with dyslexia.

Materials and Methods: The design of the study was quasi-experimental in pre-test and post- test with control group. Statistical population composed of all dyslexic students in the city of Tabriz in 2015-2016. The sample of present research consisted of 45 students with dyslexia who were selected via available sampling and then were assigned randomly to experimental) phonological awareness and mental rotation training) and control groups(n=15 in each). To collect data, revised Wechsler intelligence scale for children and reading improvement and dyslexia test were used. Multivariate Covariance (MANCOVA) was used to analyze the data.

Results: Findings indicated that scores of mental rotation and phonological awareness training have a significant effect on reading performance of dyslexic students compared with control group (p<0.001). Furthermore, there is no difference between mental rotation and phonological awareness training effectiveness on reading performance of dyslexic students (p>0.05).

Conclusion: It can be concluded that mental rotation and phonological awareness training are effective on accuracy, speed and comprehension of reading in students with dyslexia.

Meta-analysis of the Effectiveness of Educational and Therapeutic Interventions on the Four Classes of Learning Disorders

Javad Mesrabadi, Saeed Mohammadi Moulod,
Volume 21, Issue 1 (4-2018)

Abstract

Abstract
Background: Learning disorders is one of the most common problems of students, which attracted the attention of many psychologists and many studies have been conducted on the effectiveness of various interventions on different classes of learning disorder. The present study aimed to conclude general conclusions about the effectiveness of various educational and therapeutic interventions and the discovery of possible moderating variables.
Materials and Methods: In order to achieve the research purpose by using meta-analysis method, quantitative results of 128 selected researches which were obtained according to the criteria for entering and leaving and using keywords were used. In total, 623 primary effect sizes were obtained and analyzed by using CMA2 software.
Results: The results of the analysis showed that amount of combined effect size of the educational and therapeutic interventions on learning disorders was 1.13, and after dividing into multiple predecessor and consequence variables, the amounts of the combined effect size for educational interventions and therapeutic interventions for overall class of learning disabilities were respectively 0.74 and 1.26, for reading disorder 0.87 and 1.01, for writing disorder 1.20 and 1.22, and for mathematical disorder 1.29 and 1.26 that all of these effects size were significant (p≤0.001). Also, the results of independent t-test showed that the difference in the effectiveness of therapeutic interventions on reading disorder and educational interventions on mathematical disorder is significant (p≤0.001).
Conclusion: Based on the size of the effects obtained, it can be said that educational and therapeutic interventions have a very high effect on learning disabilities, and the use of therapeutic interventions for reading disorder and educational interventions for mathematical disorder is more effective.

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