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Abstract: (189 Views)
Background and purpose: reading performance is one of the important learning subjects for students, which can be effective in other aspects and subjects. The current research aims to determine the effectiveness of visual-perceptual games on the executive functions of working memory, inhibition, accuracy, and concentration in reading performance in late learners.
Method: The present research was based on a semi-experimental method and a pre-test-post-test design with a control group. The statistical population of the research included male and female students who were slow learners of the first grade of primary education available in Yazd city, and who were studying in public schools in the academic year of 1402. 30 slow learners were selected with the approval of learning disorder center experts and available sampling methods. They were placed in two groups of 15 people, test and control. The data collection tool included a checklist for detecting facial dyslexia, a brief test, and a Wechsler Five IQ test. Visual and perceptual learning games were taught in 16 sessions of 60 minutes three times a week for the experimental group participants.
Findings: The results of Shapiro-Wilk and covariance analysis showed that the teaching of perceptual-visual games is effective on the executive functions of reading, working memory, inhibition and accuracy and concentration of reading performance of late learners. For data analysis, spss 23 software and Shapiro-Wilk test and covariance analysis were used for data analysis. Probability values less than 0.05 were considered statistically significant.
Conclusion: According to the findings of the research, it showed that the training of perceptual-visual games has an effect on executive functions and improves the reading performance of late learners. It is possible to benefit from this training as an effective intervention method.
Method: The present research was based on a semi-experimental method and a pre-test-post-test design with a control group. The statistical population of the research included male and female students who were slow learners of the first grade of primary education available in Yazd city, and who were studying in public schools in the academic year of 1402. 30 slow learners were selected with the approval of learning disorder center experts and available sampling methods. They were placed in two groups of 15 people, test and control. The data collection tool included a checklist for detecting facial dyslexia, a brief test, and a Wechsler Five IQ test. Visual and perceptual learning games were taught in 16 sessions of 60 minutes three times a week for the experimental group participants.
Findings: The results of Shapiro-Wilk and covariance analysis showed that the teaching of perceptual-visual games is effective on the executive functions of reading, working memory, inhibition and accuracy and concentration of reading performance of late learners. For data analysis, spss 23 software and Shapiro-Wilk test and covariance analysis were used for data analysis. Probability values less than 0.05 were considered statistically significant.
Conclusion: According to the findings of the research, it showed that the training of perceptual-visual games has an effect on executive functions and improves the reading performance of late learners. It is possible to benefit from this training as an effective intervention method.
Keywords: teaching visual-perceptual games, working memory, inhibition, accuracy and concentration, slow learners, reading performance
Type of Study: Original Research Article |
Subject:
Psychology
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