Fatemeh Najafi; salar faramarzi; Mokhtar Malek Poor
Abstract
Aim:In the present study, the ffectiveness of teaching neuropsychological skills on Braille writing and Braille reading of students with visual impairment in Shaghayegh elementary school of Yasuj was examined. Method: The study ueses a semi-experimental design and pre-test-post-test with control group. ...
Read More
Aim:In the present study, the ffectiveness of teaching neuropsychological skills on Braille writing and Braille reading of students with visual impairment in Shaghayegh elementary school of Yasuj was examined. Method: The study ueses a semi-experimental design and pre-test-post-test with control group. The statistical population includes all first to the sixth grade students with visual impairment. The sample included 24 students with visual impairment (12 students recieved neuropsychological training and 12 students recieved no intervention) by available sampling method. The instrument used in this study was neuropsychological interventions and a researcher-made test of Braille writing and Braille reading. Data were analyzed using SPSS21 software and covariance analysis. Findings: Results showed that the scores of experimental group students in writing speed, reading speed, reading comprehension, and accurate reading were significantly higher than those of the control group students (P ≤ 0.001). However, the scores of the experimental group students in the incorrect writing were significantly lower than those of the control group (P ≤ 0.001). Conclusion: Neuropsychological skills training can be an effective approach in Braille writing and Braille reading.
farzaneh momeni; mokhtar malekpour; ahmad abedi; salar faramarzi
Volume 4, Issue 12 , June 2018, , Pages 153-174
Abstract
Introduction: The purpose thise study was to [z1] compare the efficiency of neuropsychological and Davis method interventions on reading performance of dyslexic students of first and second grade elementary. Method: The research was experimental with pre-test, post-test, follow up and control ...
Read More
Introduction: The purpose thise study was to [z1] compare the efficiency of neuropsychological and Davis method interventions on reading performance of dyslexic students of first and second grade elementary. Method: The research was experimental with pre-test, post-test, follow up and control group design. The study population included all the dyslexic of first and second grade elementary Students in the school year 2015-2016 in Isfahan city. The sample included 45 dyslexic students who were selected by cluster random sampling and were divided into three groups so that 15 of them were treated with neuropsychological methods, 15 of them with Davis method and there was no intervention on the rest of them. The research tools included reading disorder diagnosis test DSM-5, teacher-made reading performance test, and Raven's intelligence test for children. Neuropsychological interventions and Davis method interventions were conducted for each experimental group within 16 sessions each lasted 40 minutes. The data were analyzed by SPSS software, multivariate covariance analysis and Tukey's follow-up test. Results: The results showed that there was a significant difference between the post-test average scores of experimental groups and the control group in the reading test (pDiscussion: neuropsychological interventions can improve academic performance of children with reading learning disabilities (Dyslexia). [z1]
