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MEJDS (2020) 10: 131 |
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Ziaei S, Kiani Q, Asadi M. Training of Reading Assistant Package on Mental Rotation in Students with Specific Learning Disorder with Reading Specifier (Dyslexia)-A Multiple Baseline Single Case Study. MEJDS 2020; 10 :131-131
URL: http://jdisabilstud.org/article-1-2090-en.html
URL: http://jdisabilstud.org/article-1-2090-en.html
1- Department of Psychology, Zanjan Branch, Islamic Azad University
2- Department of Psychology, Faculty of Humanities, Arak University
2- Department of Psychology, Faculty of Humanities, Arak University
Abstract: (1386 Views)
Background & Objective: The development of reading abilities in children requires the maturation of numerous complex linguistic skills and other basic cognitive abilities. In the nonverbal domain, children who display difficulties in reading performance and children with developmental dyslexia (DD) have demonstrated impairments in at least one or more of the underlying cognitive basic functions like mental rotation. Research points to cognitive problems, including mental rotation, which has been regarded as one of the main reading problems in dyslexic students. Therefore, the present study aimed to determine the effect of training the reading assistant package on dyslexic students’ mental rotation.
Methods: The present study was a multi-baseline experimental project with a follow-up period. The statistical population included all male and female students of the third grade of elementary school referred to Sarvabad Learning Disorders Center due to the reading problems in the academic year of 2019-2020. Six students, including three qualified volunteer boys and girls, entered the study, they were categorized into two groups of boys and girls and gradually entered the experimental position. The intervention performed individually; two sessions per week, a total of eight sessions in four weeks for each subject. Research instruments included: 1: Wechsler Intelligence Scale for Children, fourth edition, (Wechsler 2003). The scale was published by Wechsler in 2003 and is one of the most comprehensive clinical group assessment instruments in intelligence and can measure for screening and diagnosing learning disabilities. This instrument includes four scales and 15 subtests. Wechsler has used quasi-semantic and retest methods to assess the validity of subtests and IQ. The coefficient validity of the total IQ was 0.97. The correlation method between subtests and IQ and factor analysis method was used, which confirmed the scale's reliability. Also, in 2011 Sadeghi et al. constructed the validity and reliability of this test. The retest method's validation was done, and the total coefficient validity of total IQ was reported to be 0.91. The reliability results showed a significant correlation between Wechsler Children's IQ scale of the fourth edition and Raven's progressive matrices in the related sections. Another tool was the reading and dyslexia test (NEMA) (Kormi-Nouri and Moradi 2005), This test was prepared and standardized for monolingual (Persian) and bilingual students (Tabrizi and Sanandaji) girls and boys in the first to fifth grade of primary school in 2005 by Kormi-Nouri and Moradi. This test consists of ten subtests. This test has been standardized on 1614 students in three cities; Tehran, Tabriz, and Sanandaj, in which the alpha coefficient of the total test in this study was 0.82. Thus, after collecting data and performing statistical operations for each base in each city, raw scores and norm scores have been calculated. Besides, in this study, the validity of this test using Cronbach's coefficient was 0.71. The last tool was the mental "rotation" test (Shepard and Metzler 1971). This test is a computer version of Shepard and Metzler's mental rotation task, developed in 1971 and challenging the subject's visual memory and spatial perception. In the present study, a computer version of the Mental Rotation Test was used, which was performed by PEBL software. Morovati and Yadegari reported this reliability using the test-retest method to be 0.87 and Cronbach's alpha for the test to be 0.96. Data analyzed using visual mapping, improvement percentage, in situ, and intra-position analysis in SPSS and Excel software.
Results: The results of the improvement percentage of total mental rotation scores in the intervention stage in boys (59.49) and girls (59.25) and in the follow-up stage in boys (89.57) and girls (89.43) showed a positive effect of the intervention. Visual analyzes and the results of in situ and intra-position analysis showed a significant difference between baseline and intervention stage for all subjects (PND=100). This study confirmed the reading assistant package's persistence on the subjects' mental rotation in the follow-up stage.
Conclusion: According to this study's findings, training the reading assistant package improves the dyslexic students' mental rotation. Therefore, the reading assistant package is recommended as a complementary tool for dyslexia treatment.
Methods: The present study was a multi-baseline experimental project with a follow-up period. The statistical population included all male and female students of the third grade of elementary school referred to Sarvabad Learning Disorders Center due to the reading problems in the academic year of 2019-2020. Six students, including three qualified volunteer boys and girls, entered the study, they were categorized into two groups of boys and girls and gradually entered the experimental position. The intervention performed individually; two sessions per week, a total of eight sessions in four weeks for each subject. Research instruments included: 1: Wechsler Intelligence Scale for Children, fourth edition, (Wechsler 2003). The scale was published by Wechsler in 2003 and is one of the most comprehensive clinical group assessment instruments in intelligence and can measure for screening and diagnosing learning disabilities. This instrument includes four scales and 15 subtests. Wechsler has used quasi-semantic and retest methods to assess the validity of subtests and IQ. The coefficient validity of the total IQ was 0.97. The correlation method between subtests and IQ and factor analysis method was used, which confirmed the scale's reliability. Also, in 2011 Sadeghi et al. constructed the validity and reliability of this test. The retest method's validation was done, and the total coefficient validity of total IQ was reported to be 0.91. The reliability results showed a significant correlation between Wechsler Children's IQ scale of the fourth edition and Raven's progressive matrices in the related sections. Another tool was the reading and dyslexia test (NEMA) (Kormi-Nouri and Moradi 2005), This test was prepared and standardized for monolingual (Persian) and bilingual students (Tabrizi and Sanandaji) girls and boys in the first to fifth grade of primary school in 2005 by Kormi-Nouri and Moradi. This test consists of ten subtests. This test has been standardized on 1614 students in three cities; Tehran, Tabriz, and Sanandaj, in which the alpha coefficient of the total test in this study was 0.82. Thus, after collecting data and performing statistical operations for each base in each city, raw scores and norm scores have been calculated. Besides, in this study, the validity of this test using Cronbach's coefficient was 0.71. The last tool was the mental "rotation" test (Shepard and Metzler 1971). This test is a computer version of Shepard and Metzler's mental rotation task, developed in 1971 and challenging the subject's visual memory and spatial perception. In the present study, a computer version of the Mental Rotation Test was used, which was performed by PEBL software. Morovati and Yadegari reported this reliability using the test-retest method to be 0.87 and Cronbach's alpha for the test to be 0.96. Data analyzed using visual mapping, improvement percentage, in situ, and intra-position analysis in SPSS and Excel software.
Results: The results of the improvement percentage of total mental rotation scores in the intervention stage in boys (59.49) and girls (59.25) and in the follow-up stage in boys (89.57) and girls (89.43) showed a positive effect of the intervention. Visual analyzes and the results of in situ and intra-position analysis showed a significant difference between baseline and intervention stage for all subjects (PND=100). This study confirmed the reading assistant package's persistence on the subjects' mental rotation in the follow-up stage.
Conclusion: According to this study's findings, training the reading assistant package improves the dyslexic students' mental rotation. Therefore, the reading assistant package is recommended as a complementary tool for dyslexia treatment.
Type of Study: Original Research Article |
Subject:
Psychology
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