Ethics code: IR.IAU.CTB.REC.1403.022
1- Islamic Azad University, Central Tehran Branch
Abstract: (40 Views)
Background and Objective: Executive functions and problem-solving skills play a pivotal role in the academic performance of students with specific learning disabilities. Previous studies have indicated that interventions based on phonological awareness and cognitive-behavioral methods, such as Nemanix, can enhance these abilities. However, a systematic comparison of the effectiveness of these two interventions for this specific group of students has yet to be conducted. The present study aimed to compare the effectiveness of phonological awareness-based intervention and Nemanix intervention on working memory and executive functions in students with specific learning disabilities.
Method: This semi-experimental research employed a pre-test, post-test, and follow-up design with two experimental groups and a control group. The study population consisted of all students with specific learning disabilities in Tehran, and a purposive sampling method was applied. A total of 60 students (33 boys and 27 girls) were selected and randomly assigned to three groups: the first experimental group (phonological awareness-based intervention, n=20), the second experimental group (Nemanix-based intervention, n=20), and the control group (n=20). The data collection tools included the Barkley Executive Functioning Deficits Questionnaire (2012) and the fifth edition of the Tehran-Stanford-Binet Intelligence Scale, specifically the working memory subtest. The experimental group in the phonological awareness intervention received 13 sessions of 60 minutes each, while the group receiving the Nemanix-based intervention participated in 12 sessions of 60 minutes. Statistical analysis was performed using multivariate analysis of variance (MANOVA) in SPSS version 27.
Findings: The results indicated a significant difference between the effectiveness of the phonological awareness-based intervention and the Nemanix intervention on working memory and executive functions (p<0.05). The Nemanix-based intervention showed a greater effect on the mentioned variables compared to the phonological awar eness-based intervention (p<0.05).
Conclusion: The use of Nemanix as a therapeutic strategy can improve academic performance in students with specific learning disabilities. Future studies are recommended to explore the long-term effects of these interventions and to investigate the potential for combining them.
Method: This semi-experimental research employed a pre-test, post-test, and follow-up design with two experimental groups and a control group. The study population consisted of all students with specific learning disabilities in Tehran, and a purposive sampling method was applied. A total of 60 students (33 boys and 27 girls) were selected and randomly assigned to three groups: the first experimental group (phonological awareness-based intervention, n=20), the second experimental group (Nemanix-based intervention, n=20), and the control group (n=20). The data collection tools included the Barkley Executive Functioning Deficits Questionnaire (2012) and the fifth edition of the Tehran-Stanford-Binet Intelligence Scale, specifically the working memory subtest. The experimental group in the phonological awareness intervention received 13 sessions of 60 minutes each, while the group receiving the Nemanix-based intervention participated in 12 sessions of 60 minutes. Statistical analysis was performed using multivariate analysis of variance (MANOVA) in SPSS version 27.
Findings: The results indicated a significant difference between the effectiveness of the phonological awareness-based intervention and the Nemanix intervention on working memory and executive functions (p<0.05). The Nemanix-based intervention showed a greater effect on the mentioned variables compared to the phonological awar eness-based intervention (p<0.05).
Conclusion: The use of Nemanix as a therapeutic strategy can improve academic performance in students with specific learning disabilities. Future studies are recommended to explore the long-term effects of these interventions and to investigate the potential for combining them.
Keywords: Phonological awareness training, Nemanix training, working memory, executive functions, specific learning disabilities
Type of Study: Original Research Article |
Subject:
Psychology
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