List of Articles عملکرد خواندن

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - The Efficacy of Phoneme Plays on Reading Performance of Dyslectic Boy Students
  mohammad reza moradi salar faramarzi ahmad abedi
    The aim of the current research was to investigate the efficacy of phoneme plays on reading performance of dyslexic boy students. The method was experimental and pre-test /post-test, with control group design was used. The statistical population for this study include More

    The aim of the current research was to investigate the efficacy of phoneme plays on reading performance of dyslexic boy students. The method was experimental and pre-test /post-test, with control group design was used. The statistical population for this study included all the dyslectic third grade primary boy students of the city of Isfahan. To carry out this project, 30 boy students with dyslexia were selected using multi-stage random sampling and then were randomly divided into the two groups of experiment and control groups. The tools used were Reading and Dyslexia Test (Nouri & Mordi, 2005/1384s.c.) and Ravens Children Progressive Matrices Test (Raven,) the data than analized using analysis covariance statistical method. Finding indicated were that there is significant difference between reading performance of the experimental and the control group (P < 0.01). Subsequently, it can be concluded that phonemic plays can effectively improve reading performance in students with dyslexia and can be used as an educational and therapeutic method. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - The effectiveness of working memory strategies training on improvement of reading performance in dyslexic students
  Tahere Rahimipour Firoozeh Ghazanfari Ezatollah Ghadampour
  The goal of the study was to investigate the effectiveness of working memory strategies training on improvement of reading performance in dyslexic students. In this quasi-experimental study, a pre-test, post-test, with control group design was applied. The statistical p More

  The goal of the study was to investigate the effectiveness of working memory strategies training on improvement of reading performance in dyslexic students. In this quasi-experimental study, a pre-test, post-test, with control group design was applied. The statistical population included all the elementary students with dyslexia who referred to Kerman learning disability centers in 2015-2016 academic year. Among these students,30 students were selected through multistage random method and were randomly allocated in in one experimental and one control group (each 15 students). The assessment tools included Reading &amp; dyslexia test of Kormi Noori &amp; Moradi(2005) &amp; Wechsler Intelligence Scale for Children (Shahim,2008).Working memory strategies training were performed during14 sessions on the experimental group. The obtained data were analyzed statistically by using of analysis of covariance (ANCOVA). The results showed that training of working memory strategies improved reading performance of dyslexic students (p=0.001). Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - The effectiveness of working memory strategies training on motivation achievement and reading performance of dyslexic students in elementary schools
  Tahere Rahimipour Firoozeh Ghazanfari Ezatollah Ghadampour
  10.30486/jsrp.2018.545644
  The goal of the study was to investigate the effectiveness of working memory strategies trainingon motivation achievement and reading performance of dyslexic students in elementary schools. In this quasi-experimental study, a pre-test, post-test, with control group desi More

  The goal of the study was to investigate the effectiveness of working memory strategies trainingon motivation achievement and reading performance of dyslexic students in elementary schools. In this quasi-experimental study, a pre-test, post-test, with control group design was applied. The statistical population included all the elementary students with dyslexia who referred to Kerman learning disability centers in 2015-2016 academic year. Among these students, 30 students were selected through multistage random method and were randomly allocated in one experimental and one control group (each 15 students). The assessment tools included Reading &amp; dyslexia test of Kormi Noori &amp; Moradi (2005), Herman&rsquo;s motivation achievement (1970) &amp; Wechsler intelligence scale for children (Shahim, 2008). Working memory strategies trainingwas performed during14 sessions on the experimental group. The obtained data was analyzed statistically by using of analysis of covariance (ANCOVA). The results showed that working memory strategies trainingincreased motivation achievement and reading performance of dyslexic students (P=0.001).In result attending working memory in order to promote motivation achievement and reading performance is essential. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  4 - The Effectiveness of Training Attention according to Fletcher's program the Reading Performance of Third class girl students with Dyslexia
  Roya Chopan Zeide Masomeh Piroz Zijerdi Ahmad Abedi
  The purpose of this study was to determine the effectiveness of the training program according to Fletcher on the performance of third class girl reading with dyslexia children in Shiraz. This research is an experimental. Sample in this study were 30 students with dysle More

  The purpose of this study was to determine the effectiveness of the training program according to Fletcher on the performance of third class girl reading with dyslexia children in Shiraz. This research is an experimental. Sample in this study were 30 students with dyslexia (15 experimental groups and 15 control groups) who were selected by multistage cluster sampling the population of the city school district 3 were used in this study.&nbsp; The research instrument to collect data included clinical interview, list symptoms of dyslexia, third class reading test, the Raven's Progressive Matrices test. Based on the experimental group. Results of analysis of covariance showed that the 12-session training program according to Fletcher, third class with dyslexia reading performance of female students significantly increased (p&le;0 / 05). In explaining the results, we can say that since the children have difficulty with reading disorder of attention and concentration, attention training alongside other interventions are effective. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  5 - The Effectiveness of Mobile App-based Teaching of Phonological Awareness on Behavior Regulation and Metacognition Skills and Reading Performance Improvement in Dyslexic Children
  zeinab khanjani matine nayebi touraj hashemi
  10.30495/jinev.2023.1963003.2739
  The present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a sp More

  The present research aims to investigate the effectiveness of mobile app-based teaching of phonological awareness on reading performance improvement and behavior regulation and metacognition skills in children with a specific learning disorder (SLD) with reading as a specifier. An experimental single-subject research method is applied. Accordingly, three dyslexic children were purposively selected from the research-eligible children, and Wechsler (WISC-IV; Wechsler, 2003) and Reading and Dyslexia (NAMA) (Karami-Nouri, Moradi; 2005) tests were conducted by the students, while the BRiEF executive function questionnaire (BRiEF; Guy, Gioia, Isquith, Kenworthy; 2002) was filled by the children's parents. The research findings were evaluated using visual inspection of the graphs, the improvement percentage, and the effect size. The results indicate that mobile app-based teaching of phonological awareness improves reading performance and enhance metacognition and behavior regulation skills in female children with SLD with reading as a specifier. The research contribution includes the introduction of a phonological awareness-oriented teaching app derived from subtests of the phonological awareness test, which can be beneficial as a supplementary instrument in a part of the reading disorder's restorative-therapeutic process to improve the reading ability and metacognition and behavior regulation skills of children with reading disorder. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  6 - Predicting Reading Performance Based on Short Term Storage and Central Executive of Working Memory in 8-11 Years Old Children
  Parisa Mosavati Azar Ali Reza Kiamanesh Hasan Ahadi
  The aim of this study was to predict 8-11 years old childeren&rsquo;sreading performance based on the short term storage (phonological loop and visuospatial sketchpad) and central executive of working memory. The study was correlational and the statistical population co More

  The aim of this study was to predict 8-11 years old childeren&rsquo;sreading performance based on the short term storage (phonological loop and visuospatial sketchpad) and central executive of working memory. The study was correlational and the statistical population consisted of 43304 students in primary schools of Tabriz in second and fifth grades from among whom, via multistage random sampling, 352 individuals were selected. The measuring tools were forward digit span task, Kim Carrad test, counting span &nbsp;task and a researcher-made reading comprehension test. The data were analyzed using stepwise multivariate regression analysis. Among the components of working memory, phonological loop in the second grade (p=0/000) and central executive in the fifth grade (p=0/000) could predict reading comprehension more than other components. Based on the results, it can be said that working memory, as a primary means of facilitating learning, can help improve reading performance Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  7 - Teaching Reading through "Letter – Syllable –Word" Method Using Multimedia in Comparison with the Conventional Method (Using Board and Tablet)
  Hoseyn Mehdizadeh Farokh Feyzi Maryam Eslampanah
  Reading is one of the most important basic skills for the growth of children&rsquo;s intrinsic abilities which was taken into consideration by many researchers. Inability in reading usually brings about many problems in learning for students. This paper reports the resu More

  Reading is one of the most important basic skills for the growth of children&rsquo;s intrinsic abilities which was taken into consideration by many researchers. Inability in reading usually brings about many problems in learning for students. This paper reports the result of a two-groups with pre-test and post-test semi-experimental design which was done in elementary schools of Mahidasht region of Kermanshah province in the academic year 2009-2010. Its objective was to determine the degree of the effect of teaching reading through the method of &ldquo;Letter-Syllable-Word&rdquo; using digital multimedia in comparison with the conventional method (using board and tablet). In this project which was done on 54 students, first the pre-test measure of reading ability was performed for both groups, and then reading Persian language was taught to the experimental group using multimedia in 16 sessions of 45 minutes. During this time the control group used board and tablet. At the end of teaching, post-test measure of reading ability and measurement of vocabulary were performed. The findings resulted from independent t test and analysis of&nbsp;Co-Variance indicated that teaching with the use of multimedia in comparison with the current method, was more impressive on the reading ability performance of students in three components of accurate-reading, reading- speed and vocabulary- reservoir. It can be concluded that teaching with the use of such multimedia, especially in high-populated classes, and in case of creating the necessary facilities in rural schools in which teachers have less opportunity for individual teaching of weaker individuals, can be an effective help in teaching reading skills. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  8 - فعالیت‌های برخط مبتنی بر 5E و عملکرد خواندن و شنیدن دانشجویان زبان انگلیسی
  ملیسا وفائی کیا سیده سوسن مرندی مسعود سیری
  10.30495/ttlt.2022.1960287.2129
  مهارت های خواندن و شنیدن به عنوان دو مهارت از چهار مهارت قابل توجه در زمینه آموزش زبان هستند. این مطالعه با استفاده از بینش مدل چرخه یادگیری 5E، با هدف بررسی تأثیر فعالیت های برخط مبتنی بر 5E بر عملکرد خواندن و شنیدن دانش آموزان زبان انگلیسی زبان انجام شد. این مطالعه بر More

  مهارت های خواندن و شنیدن به عنوان دو مهارت از چهار مهارت قابل توجه در زمینه آموزش زبان هستند. این مطالعه با استفاده از بینش مدل چرخه یادگیری 5E، با هدف بررسی تأثیر فعالیت های برخط مبتنی بر 5E بر عملکرد خواندن و شنیدن دانش آموزان زبان انگلیسی زبان انجام شد. این مطالعه برای دستیابی به این هدف از رویکرد روش تجربی استفاده کرد. نمونه ای متشکل از 60 زبان آموز بزرگسال انگلیسی که در دوره پیش از آیلتس در یک آموزشگاه زبان خصوصی تحصیل می کردند در این مطالعه شرکت کردند. برای جمع آوری داده های کمی از دو نمونه واقعی از آزمون های شنیداری و خواندن آیلتس به عنوان پیش و پس آزمون استفاده شد. دو جلسه قبل از شروع دوره 12 جلسه ای پیش از آیلتس، زبان آموزان با کلاس الکترونیکی خود به نام ایزی کلاس آشنا شدند و همچنین پیش آزمون های شنیداری و خواندن آیلتس را دریافت کردند. سپس، فعالیت‌های بر خط مبتنی بر 5E به شرکت‌کنندگان گروه آزمایشی ارائه شد در حالی که فراگیران گروه کنترل، تدریس متعارف ایلتس یا غیر مبتنی بر 5E را دریافت کردند. در پایان ترم، فراگیران در یک جلسه اضافی برای گرفتن پس آزمون شرکت کردند. تجزیه و تحلیل داده های کمی نشان داد که استفاده از فعالیت های برخط مبتنی بر 5E در بهبود عملکرد شنیداری و خواندن زبان آموزان زبان انگلیسی موثر بوده است. یافته‌ها حاکی از آن است که معلمان زبان می‌توانند از فعالیت‌های مبتنی بر 5E برای بهبود مهارت‌های زبانی در بین زبان‌آموزان بهره ببرند. Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  9 - اثربخشی آموزش مداخله  شناختی بر عملکرد خواندن  دانش آموزان دبستانی نارساخوان
  Saadi Garavand Tayyebeh Khoshbakht Akbar Azizifar Shahram Welidi
  10.30495/ttlt.2022.692207
  ناین پژوهش آزمایشی، اثربخشی آموزش مداخله&nbsp; شناختی بر عملکرد خواندن&nbsp; دانش آموزان دبستانی نارساخوان در ایران را مورد بررسی قرار داد. پژوهش، از نوع پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش، شامل تمامی دانش آموزان پسر و دختر پایه سوم &nbsp;دبستا More

  ناین پژوهش آزمایشی، اثربخشی آموزش مداخله&nbsp; شناختی بر عملکرد خواندن&nbsp; دانش آموزان دبستانی نارساخوان در ایران را مورد بررسی قرار داد. پژوهش، از نوع پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش، شامل تمامی دانش آموزان پسر و دختر پایه سوم &nbsp;دبستان شهرستان کوهدشت بودند که از میان آنها 32 دانش آموز نارساخوان بین 8 تا 11 سال&nbsp; با ضریب هوشی متوسط ​​بین 90 تا 110 به روش تصادفی به عنوان نمونه آماری انتخاب شده و &nbsp;به طور مساوی به دو گروه کنترل و آزمایش تقسیم شدند. ابزارهای مورد استفاده در این پژوهش، هوش وکسلر کودکان(WISC)، آزمون نارساخوانی و خواندن (نِما) و برنامه آموزش مداخله شناختی بود. گروه آزمایش به مدت 10 هفته، این آموزش را دریافت کردند. آزمون (نما) در بین دانش آموزان برای اندازه گیری عملکرد خواندن آنها در پیش آزمون و پس آزمون انجام شد. آمار توصیفی و کوواریانس پس از آموزش مداخله شناختی در سطح 01/0 &nbsp;p˂، تفاوت آماری معنی داری بین گروه های کنترل و آزمایش نشان داد.نتایج همچنین نشان داد دانش آموزان گروه آزمایش که آموزش مداخله شناختی را دریافت کرده بودند، از نظر عملکرد خواندن بهبود پیدا کردند .نتایج نمونه آزمون t وابسته، همچنین، &nbsp;نشان داد که آموزش مداخله شناختی بر عملکرد خواندن دانش آموزان نارساخوان به ویژه، خواندن کلمات، زنجیره ی کلمات، درک کلمات و درک مطلب اثربخش تر بود. این یافته ها به معلمان پیشنهاد می کند که تأثیر آموزش مداخله شناختی &nbsp;بر یادگیری در کلاس را در نظر بگیرند و فعالیت های اثربخش تری را برای کمک به بهبود عملکرد دانش آموزان نارساخوان در اختلال خواندن را &nbsp;به کار گیرند.&nbsp; Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  10 - فعالیت‌های برخط مبتنی بر 5E و عملکرد خواندن و شنیدن دانشجویان زبان انگلیسی
  Melissa Vafaeikia Seyyedeh Susan Marandi Masood Siyyari
  10.30495/ttlt.2024.709369
  مهارت های خواندن و شنیدن به عنوان دو مهارت از چهار مهارت قابل توجه در زمینه آموزش زبان هستند. این مطالعه با استفاده از بینش مدل چرخه یادگیری 5E، با هدف بررسی تأثیر فعالیت های برخط مبتنی بر 5E بر عملکرد خواندن و شنیدن دانش آموزان زبان انگلیسی زبان انجام شد. این مطالعه بر More

  مهارت های خواندن و شنیدن به عنوان دو مهارت از چهار مهارت قابل توجه در زمینه آموزش زبان هستند. این مطالعه با استفاده از بینش مدل چرخه یادگیری 5E، با هدف بررسی تأثیر فعالیت های برخط مبتنی بر 5E بر عملکرد خواندن و شنیدن دانش آموزان زبان انگلیسی زبان انجام شد. این مطالعه برای دستیابی به این هدف از رویکرد روش تجربی استفاده کرد. نمونه ای متشکل از 60 زبان آموز بزرگسال انگلیسی که در دوره پیش از آیلتس در یک آموزشگاه زبان خصوصی تحصیل می کردند در این مطالعه شرکت کردند. برای جمع آوری داده های کمی از دو نمونه واقعی از آزمون های شنیداری و خواندن آیلتس به عنوان پیش و پس آزمون استفاده شد. دو جلسه قبل از شروع دوره 12 جلسه ای پیش از آیلتس، زبان آموزان با کلاس الکترونیکی خود به نام ایزی کلاس آشنا شدند و همچنین پیش آزمون های شنیداری و خواندن آیلتس را دریافت کردند. سپس، فعالیت‌های بر خط مبتنی بر 5E به شرکت‌کنندگان گروه آزمایشی ارائه شد در حالی که فراگیران گروه کنترل، تدریس متعارف ایلتس یا غیر مبتنی بر 5E را دریافت کردند. در پایان ترم، فراگیران در یک جلسه اضافی برای گرفتن پس آزمون شرکت کردند. تجزیه و تحلیل داده های کمی نشان داد که استفاده از فعالیت های برخط مبتنی بر 5E در بهبود عملکرد شنیداری و خواندن زبان آموزان زبان انگلیسی موثر بوده است. یافته‌ها حاکی از آن است که معلمان زبان می‌توانند از فعالیت‌های مبتنی بر 5E برای بهبود مهارت‌های زبانی در بین زبان‌آموزان بهره ببرند. Manuscript profile