Middle Eastern Journal of Disability Studies

Background and purpose: Any disorder in which the individual's academic achievement with respect to age and education and intelligence is much less based on reading and writing tests and calculating what is expected is much less than learning disorder ^[1] or is described. The term "learning disorder" refers to the need to recognize and serve students who are incessantly failing in their classroom work, and at the same time do not entertain exceptional children within the age of the child . Physical appearance, their height and weight are indicative of their normality. Their intelligence is routinely normal, well talked, like other children play, and they interact with others as well as their peers. They also have the necessary help at home, and they do well with what parents give them. However, they do not have the ability to convey information to express and, in particular, writing. So according to the general characteristics of these students, they can be put into a new group called Student Disorders, and they said that these students are impaired in one or more psychological processes that are perceived through oral or written language. This disorder can appear as a complete inability to listen, speak, read, write, spell , or perform mathematical calculations. This term covers conditions such as cognitive impairments, brain damage, partial defects in brain work, and readings . This definition does not include those students who have experienced learning difficulties due to visual, auditory, or motor disabilities, mental retardation, or environmental, cultural or economic deprivation. Learning disabilities are not synonymous with terms such as compensatory reading or latency. This definition specifically refers to children and adolescents who are severely impacted by specific learning disabilities. Students with this problem need special training that, according to Oz, should deal with special, unusual, and unusual exercises, this is distinct from the educational and regular practices that most children use. The task of the experts in this field is to compensate for the learning disability, especially the child, as individual training or small groups. Executive functions are the forces that are born in the child and as the child grows, this force also grows, and at the age of 12, the performance of the child's performance functions as adults. Functional function has many functions and roles that affect all people of all ages and gender, in terms of age, function, and functional health. In fact, this force, as a cognitive structure, is responsible for tasks such as problem solving, attention, reasoning, organizing, planning, memory, inhibitory control, impulse control, retention, alteration, and inhibition of response; consequently, the defect and Disruptions in this area disrupt daily functioning. The purpose of this study was to investigate the role of executive functions in reading performance of children with special learning disorder, dyslexia.
Materials and Methods: The present study was a descriptive correlational study. The statistical population of this study was all students with special disordered reading disorder, of which 95 students were selected by cluster sampling method. They were selected by reading performance test (Karami-Nouri, 2005) and functional questionnaire Brieff's executive was made. NEMA tes was done by Korami Noori and Moradi (2005) in order to measure reading performance as well as dyslexic diagnosis and was performed on 1614 (770 male and 844 female students) in five educational levels in Tehran, Sanandaj and Tabriz. Is. After collecting data and performing statistical operations for each base in each city, raw scores and norms scores were calculated. Cronbach's alpha coefficient reading and reading dyslexia were 0.81. This test consists of ten subscales that compute the total score of the subject in reading performance from the total subscales. The Behavioral Ratings Questionnaire (BREF) was handled by Gioia, Sparket, Orb, and Controller in 2000. The questionnaire has a form of volunteers and teachers, and evaluates eight sub-scales, which include inhibition, shifting attention, Emotion Control, Initiation, Working Memory, Strategic Planning, Organizing and Supervising. The questionnaire is one of the reliable and reliable tests that evaluates executive functions. Among other executive function questionnaires, it is worthwhile to evaluate the behavior of individuals in real life of individuals. The data were analyzed using regression analysis method and analyzed by SPSS21 software.
Results: The results of this study showed that executive functions have the ability to predict reading performance in children with dysfunctional learning disorder (p <0.05).
Conclusion: Considering the findings of this research and the importance of the role of executive functions in the reading performance of students with special learning disabilities, the type of dyslexia is the use of cognitive rehabilitation programs to improve the performance of these students to experts in this area.

 

Keywords: Key words: Functional functions, reading performance, learning disorders, dyslexia

     

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