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1- Educational ministiry
2- Islamic Azad University, Central Tehran Branch
Abstract:   (953 Views)
Background and Objective: Specific learning disorder is a disorder of the individual's ability to interpret what he or she sees, or to hear or relate input information from different parts of the brain to one another, and is the most common neurodevelopmental disorder and the basis of cognitive disorders in children. Its three specifiers include Dyslexia, Dysgraphia, and Dyscalculia. Dyslexia , as one of the most common childhood disorders, poses many educational problems for students. Among students with specific learning disabilities, the group with reading difficulties has a large number and the nature of the problem in processing speed and working memory and given the relationship between working memory impairment and dyslexia. the purpose of this study was to evaluate the effectiveness of education Cognitive abilities based on the Cattell-Horn-Carroll approach to working memory of students with special learning disorders with Dyslexia.
Methods: The research method was quasi-experimental and pretest-posttest with control group and statistical population included third grade elementary school students with special learning disorder in Tehran in the academic year 2017-2018 by educational and training centers Rehabilitation problems specific to the Special Education Organization were diagnosed as children with learning disabilities. Among them, 30 students were selected by convenience sampling and were randomly assigned to experimental and control groups. The instrument used was the fourth version of the Wechsler Children's Intelligence Scale (wisc4), which was developed in 2003. The working memory index of the above tool was used to measure the working memory. Both control and experimental groups performed before and after the intervention and at the follow-up phase. Subjects in the experimental group received cognitive training and the control group received no special training. Interventions consisted of cognitive abilities training, based on the training protocol in the experimental group in 30 sessions, three sessions per week for 3 months and based on a pre-determined program. In the next step, according to the experimental variables, the post-test was performed, then after one month of post-test, the scale was re-implemented as follow-up. The tilt coefficient and tensile coefficient of the Levin test and Mouse Spherical test also showed that the assumption of normal distribution of data and the homogeneity of variances was in place. Data analysis was performed by repeated measure data analysis using SPSS software and the significance level was set at 0.01.
 Results: The results showed that there was a significant difference between the experimental and control groups on the variables of "number capacity", "number-letter sequence" and "calculations" in the experimental and control groups (p <0.001) and educational method. Based on the Cattell-Horn-Carroll approach, it has been effective in enhancing the working memory of students with dyslexia. The magnitude of effect intensity was 0.31 for the number capacity, 0.21 for the number-letter sequence and 0.44 for the calculations. Eta values indicated that 31% on the "number capacity" scale, 21% on the "number-letter sequence" and 44% on the "computation" scale were due to the effect of cognitive abilities training on the working memory of the subjects.
Conclusion: Based on the findings of this study, it can be concluded that education based on this approach enhances the cognitive abilities of students with reading disorder and can be improved. The title of a benefit intervention method. Because of the results obtained from this study, the working memory of students with disabilities was impaired; it can be claimed that the improved performance of the present study strategies provided in this study. Be it. Therefore, according to the researcher, cognitive abilities training as an effective intervention to enhance the working memory of children with disabilities can serve as a cognitive-behavioral educational and therapeutic approach in the workplace.

     
Type of Study: Original Research Article | Subject: Psychology
Received: 2019/09/9 | Accepted: 2019/12/31

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