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MEJDS (2020) 10: 71 |
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Manavi Shad M, Mesrabadi J, Habibi Kaleybar R, Farid A. Integrated Therapeutic-Educational Program on Enhancement the Components of Reading and Self-Concept of Students with Specific Learning Disorder (SLD) with Impairment in Reading. MEJDS 2020; 10 :71-71
URL: http://jdisabilstud.org/article-1-1241-en.html
URL: http://jdisabilstud.org/article-1-1241-en.html
1- Department of Education and Psychology, Shahid Madani Azarbaijan University
Abstract: (2038 Views)
Background & Objective: Failure experiences in assignments cause students with a specific learning disorder to have lower self–concept in comparison to students without this disorder. The purpose of the present study was to investigate the effectiveness of the integrated therapeutic–educational program on improving the reading and self–concept components of students with specific learning disorder with impairment in reading.
Methods: This semi–experimental, pre–test and post–test design was performed on two experimental groups. The statistical population included boy and girl students of Tehran (capital city of Iran) and purposeful sampling. The sample group was randomly divided into two experimental group including therapeutic program and therapeutic–educational experimental group program. At first through the NEMA test to them (18 girls and 36 boys). Groups responded simultaneously to pre–test and post–test (positive test and self–concept of Ahlvulia, 1984). In describing the data, mean, standard deviation, plotting, and the test of research hypotheses, covariance analysis and multivariate covariance analysis were used by SPSS software and at the significance level of 0.05.
Results: The findings showed that the integrated therapeutic–educational program improved the components of reading (reading words, chain of words, naming images, comprehension of the text, reading dialects and pseudo–words, signs and characters of the category) and self–concept (behavior, rational and educational status, appearance of attitude, anxiety, fame, happiness and satisfaction) were effective (p<0.05).
Conclusion: Based on the findings of the research, we can use integrated therapeutic–educational program to improve academic performance and simultaneously improve the self–concept of students with specific learning disorder with impairment in reading.
Methods: This semi–experimental, pre–test and post–test design was performed on two experimental groups. The statistical population included boy and girl students of Tehran (capital city of Iran) and purposeful sampling. The sample group was randomly divided into two experimental group including therapeutic program and therapeutic–educational experimental group program. At first through the NEMA test to them (18 girls and 36 boys). Groups responded simultaneously to pre–test and post–test (positive test and self–concept of Ahlvulia, 1984). In describing the data, mean, standard deviation, plotting, and the test of research hypotheses, covariance analysis and multivariate covariance analysis were used by SPSS software and at the significance level of 0.05.
Results: The findings showed that the integrated therapeutic–educational program improved the components of reading (reading words, chain of words, naming images, comprehension of the text, reading dialects and pseudo–words, signs and characters of the category) and self–concept (behavior, rational and educational status, appearance of attitude, anxiety, fame, happiness and satisfaction) were effective (p<0.05).
Conclusion: Based on the findings of the research, we can use integrated therapeutic–educational program to improve academic performance and simultaneously improve the self–concept of students with specific learning disorder with impairment in reading.
Keywords: Therapeutic–educational program, Self–concept, Specific learning disorder with impairment in reading.
Type of Study: Original Research Article |
Subject:
Psychology
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