Document Type : Original article
Authors
1 Ph D. Student in Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.
2 Associate Prof. Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran. E-mail: rezayi.saeed10@gmail.com*, 09124546499.
3 Associate Prof. Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran. E-mail: dastjerdikazemi@gmail.com, 09124191190
4 Assistant Prof. Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.
Abstract
Introduction: The purpose of this research was to develop and validate the quick word finding cognitive rehabilitation package and its effectiveness on phonological awareness of children with special learning disorders characterized by reading. Methodology: This research was applied in terms of purpose and in terms of data collection method it was of mixed type (qualitative-quantitative). The statistical population of this research included all 7-10 year old elementary school students in Shadgan city with a diagnosis of reading learning disorder, 30 of these students (15 experimental group and 15 control group) were selected by available sampling method. In the pre-test phase, the sample answered the phonological awareness test by Kazemi and Soleimani (2004). In order to test the hypotheses, the mixed variance analysis method was used in SPSS23 statistical software. Result: Findings: The results of the research showed that the cognitive rehabilitation program for quick word finding is based on the components of homogeneity detection, rhyme detection, phonological combination, identification of words with the same initial phoneme, identification of words with the same final phoneme, phonetic intersection, naming and deletion of the final phoneme, deletion of the middle phoneme and Naming and removing the initial phoneme is effective at different levels. The results showed that the changes were maintained until the follow-up stage. Conclusion: Based on the results, it can be said that the quick word finding cognitive program can be effective in improving phonemic awareness and ultimately reducing learning disorders.
Keywords: rapid word finding cognitive program, auditory sensitivity, auditory memory,
Keywords
- rapid word finding cognitive program
- auditory sensitivity
- auditory memory
- phonological awareness
- specific learning disorders
Main Subjects
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