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MEJDS (2015) 5: 307 |
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Abbaszadeh M, Pouyamanesh J, AmiriMajd M. The Effectiveness of Music Therapy on improving Reading and Writing Performance in Students with Learning Disability. MEJDS 2015; 5 :307-315
URL: http://jdisabilstud.org/article-1-371-en.html
URL: http://jdisabilstud.org/article-1-371-en.html
1- Islamic Azad University, Abhar Branch
Abstract: (21094 Views)
Objective: Learning disability refers to a diverse group of disorders that may lead to difficulty in reading, writing or mathematics. Children with learning disabilities may face educational difficulties in their classroom. This study aimed to investigate the effectiveness of music therapy on the improvement of reading and writing performance in children with learning disabilities.
Methods: The study was quasi experimental with post–test, pretest control group design. For the purpose of this study, 58 students (28 students with reading disorder (14 students in experimental group and 14 students in experimental group) and 30 individuals with writing disorders (15 students in experimental group and 15 students in experimental group) were selected through convenient sampling and randomly assigned into four groups (two control and two experimental groups). Posttest was conducted for all four groups after holding seven sessions of music therapy in experimental groups.
Results: The results of ANCOVA showed that music therapy has a positive effect on reading disorder (p<0.01). Moreover, music therapy had effect on writing disorder in the field of visual memory, auditory memory, and education at (p<0.01); however, this effect was not statistically significant in the field of accuracy.
Conclusion: Music therapy improves the performance of reading and writing in students with learning disabilities. Therefore, mental health experts and administrators of educational institutions are recommended to employ music therapy in order to improve educational performance in students with reading and writing disorders.
Methods: The study was quasi experimental with post–test, pretest control group design. For the purpose of this study, 58 students (28 students with reading disorder (14 students in experimental group and 14 students in experimental group) and 30 individuals with writing disorders (15 students in experimental group and 15 students in experimental group) were selected through convenient sampling and randomly assigned into four groups (two control and two experimental groups). Posttest was conducted for all four groups after holding seven sessions of music therapy in experimental groups.
Results: The results of ANCOVA showed that music therapy has a positive effect on reading disorder (p<0.01). Moreover, music therapy had effect on writing disorder in the field of visual memory, auditory memory, and education at (p<0.01); however, this effect was not statistically significant in the field of accuracy.
Conclusion: Music therapy improves the performance of reading and writing in students with learning disabilities. Therefore, mental health experts and administrators of educational institutions are recommended to employ music therapy in order to improve educational performance in students with reading and writing disorders.
Type of Study: Original Research Article |
Subject:
Rehabilitation
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