Volume 5 -                   MEJDS (2015) 5: 152 | Back to browse issues page

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Emadi S R, Mohagheghi A. Investigating the Impact of Training Dictation Software on Solving Dysgraphia of Students in Learning Disorders Treatment Centers. MEJDS. 2015; 5 :152-159
URL: http://jdisabilstud.ir/article-1-565-en.html
1- Bu-Ali Sina Uni.
Abstract:   (13416 Views)

Objective: The study was performed to investigate the effectiveness of training software on eliminating dysgraphia of third grade elementary students in learning disorders treatment centers.

Methods: This is a quasi-experimental study with pretest-posttest design and with control group. The statistical population includes all third grade elementary students (boys and girls) with learning disorder in Hamedan city in the education year of 2014-2015. The sample size included 30 students which were selected by simple random sampling. Of this number, randomly, 15 patients in the experimental group and 15 patients in the control group were replaced. Wechsler’s intelligent test, a dictation test and training software designed by the researcher were used. The experimental group was taught by the training software 12 sessions of 45 minutes twice a week, and the control group was taught by the conventional methods. The descriptive statistic indexes were used including percentages, mean, variance, standard deviation and covariance analysis.

Results: The findings showed that the teaching by the use of training software has a significant effect on the eliminating the dysgraphia of the students. (p<0.05). According to the Eta-squared, the impact was powerful (about 84%).

Conclusion: Computer based educational interventions were effective on the learning performance of those students with learning disabilities. This training method can be suggested to the scientific community of learning disorders as an effective and efficient method to eliminate the dysgraphia.

Full-Text [PDF 614 kb]   (2477 Downloads)    
Type of Study: Original Research Article | Subject: Rehabilitation
Received: 2015/09/10 | Accepted: 2015/09/22

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