Volume 7 -                   mejds (2017) 7: 87 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Dehghan N, Faramarzi S, Nadi M A, Arefi M. Effect of Educational Interventions through Cognitive Plays on the Reading Performance of Dyslexic Students. mejds. 2017; 7 :87-87
URL: http://jdisabilstud.ir/article-1-842-en.html
1- Islamic Azad University
2- Esfahan University
Abstract:   (2701 Views)

Abstract
Background& Objective: Reading disorder is most common learning disability to which most of special education services and specialized intervention programs are allocated. Dyslexia represents one of the most common problems affecting children and adults; the prevalence in the United States is estimated to be 5% to 17% of school-age children, Dyslexia is believed to be caused by both genetic and environmental factors. Some cases run in families. It often occurs in people with attention deficit hyperactivity disorder (ADHD). Dyslexia is diagnosed through a series of tests of memory, spelling, vision, and reading skills. Dyslexia can result in low self-esteem, stress, behavioral problems, and underachievement. Yet, with appropriate support, children and adults with dyslexia can reach their potential.  The aim of this research was to investigate the effect of educational interventions through cognitive plays on reading performance of dyslexic students.
Methods: The study employed a two group pretest-posttest quasi-experimental design with follow up tests. Convenience sampling was used to recruit 30 male students with dyslexia. The participants were assigned to experiment and control groups in equal numbers. The participants in the control group received 25 sessions of 1.5 hour instruction. The measurement tools were Wechsler Intelligence Scale for children, fourth edition and reading and dyslexia test (NEMA), the Wechsler Intelligence Scale for Children (WISC). Repeated Measures Analysis of Variance (ANCOVA) was used to test the research hypotheses.
 Results: The analysis of data showed that training of the cognitive plays packages had an effective role in the improvement of reading performance of the dyslexic students. (p<0.001). Also, the results of covariance analysis showed that the training of the cognitive plays packages had the lasting effects on the improvement of reading performance in 10 areas of NAMA questionnaire in dyslexic students.
Conclusion: Children need to have a few skills to be able to read fluently. These skills are neuro-psychological in nature and are obtained by children through experience, education and learning. Most children learn these skills automatically but children diagnosed with LD face many difficulties and need to be educated. The educational interventions through cognitive plays can be considered the effective therapeutic approach in the improvement of reading performance of the dyslexic students.

Full-Text [PDF 240 kb]   (1722 Downloads)    
Type of Study: Original Research Article | Subject: Psychology
Received: 2017/07/3 | Accepted: 2017/07/17

References
1. Norton ES, Black JM, Stanley LM, Tanaka H, Gabrieli JD, Sawyer C, et al. Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. Neuropsychologia. 2014;61:235-246. [DOI:10.1016/j.neuropsychologia.2014.06.015]
2. Hallahan DP, Mercer CD. Learning Disabilities: Historical Perspectives. Executive Summary;2005.
3. Association AP. Diagnostic and statistical manual of mental disorders (5th edn)(Arlington, VA, American Psychiatric Association). Inc; 2013.
4. Hutzler F, Kronbichler M, Jacobs AM, Wimmer H. Perhaps correlational but not causal: No effect of dyslexic readers' magnocellular system on their eye movements during reading. Neuropsychologia. 2006;44(4):637-648. [DOI:10.1016/j.neuropsychologia.2005.06.006]
5. Shaywitz SE, Shaywitz BA. Dyslexia (specific reading disability). Biol Psychiatry. 2005;57(11):1301-1309. [DOI:10.1016/j.biopsych.2005.01.043]
6. Peyrin C, Lallier M, Demonet J-F, Pernet C, Baciu M, Le Bas JF, et al. Neural dissociation of phonological and visual attention span disorders in developmental dyslexia: FMRI evidence from two case reports. Brain Lang. 2012;120(3):381-394. [DOI:10.1016/j.bandl.2011.12.015]
7. Yang X, Meng X. Dissociation between exact and approximate addition in developmental dyslexia. Res Dev Disabil. 2016;56:139-152. [DOI:10.1016/j.ridd.2016.05.018]
8. Dębska A, Luniewska M, Chyl K, Banaszkiewicz A, Żelechowska A, Wypych M, et al. Neural basis of phonological awareness in beginning readers with familial risk of dyslexia-results from shallow orthography. NeuroImage. 2016;132:406-416. [DOI:10.1016/j.neuroimage.2016.02.063]
9. Männel C, Meyer L, Wilcke A, Boltze J, Kirsten H, Friederici AD. Working-memory endophenotype and dyslexia-associated genetic variant predict dyslexia phenotype. Cortex. 2015;71:291-305. [DOI:10.1016/j.cortex.2015.06.029]
10. Park H, Lombardino LJ. Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia. Res Dev Disabil. 2013;34(9):2946-2958. [DOI:10.1016/j.ridd.2013.06.002]
11. Deficits in learning and memory in mice with a mutation of the candidate dyslexia susceptibility gene Dyx1c1. Brain & language;2015.
12. Gray P. Cognitive benefits of playing video games. Psychol Today Viitattu. 2015;19:2016.
13. Barton GR, Bankart J, Davis AC. A comparison of the quality of life of hearing-impaired people as estimated by three different utility measures Un comparación de la calidad de vida de personas con trastornos auditivos estimada por tres diferentes medidas de utilidad. Int J Audiol. 2005;44(3):157-163. [DOI:10.1080/14992020500057566]
14. Isenberg JP, Jalongo M. Why is play important? Cognitive development, language development, literacy development. Pearson Allyn Bacon Prentice Hall;2010.
15. Reynolds CR, Fletcher-Janzen E. Handbook of clinical child neuropsychology. Springer; 2013.
16. Reynolds CR, Fletcher-Janzen E. Handbook of clinical child neuropsychology. Springer; 2009. [DOI:10.1007/978-0-387-78867-8]
17. Flesch K. Evaluation of a cognitive play intervention in children with profound multiple disabilities at a children's home in South Africa [Master's Thesis]. 2013.
18. Brambati SM, Termine C, Ruffino M, Danna M, Lanzi G, Stella G, et al. Neuropsychological deficits and neural dysfunction in familial dyslexia. Brain Res. 2006;1113(1):174-185. [DOI:10.1016/j.brainres.2006.06.099]
19. Gori S, Facoetti A. Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia. Vision Res. 2014;99:78-87. [DOI:10.1016/j.visres.2013.11.011]
20. Hosseini M, Moradi A, Kormi NR, Hassani J, Parhoon H. Reliability and validity of reading and dyslexia test (NEMA). 2016;18(1).
21. Ladonifard N. Effectiveness of cognitive play on working memory in dyslexic student. Special education organization. 2017;4(141):32-38.[Persian]
22. Baker SF, Ireland JL. The link between dyslexic traits, executive functioning, impulsivity and social self-esteem among an offender and non-offender sample. Int J Law Psychiatry. 2007;30(6):492-503. [DOI:10.1016/j.ijlp.2007.09.010]
23. Lyytinen H, Erskine J. Early identification and prevention of reading problems. Encycl Early Child Dev. 2006;1-6.

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


© 2020 All Rights Reserved | Middle Eastern Journal of Disability Studies

Designed & Developed by : Yektaweb