Introduction: This research was conducted with the aim of comparing the effectiveness of traditional learning and electronic learning on poor writing skills of first grade students in Shiraz city.
research methodology: The research method was of comparative causal type More
Introduction: This research was conducted with the aim of comparing the effectiveness of traditional learning and electronic learning on poor writing skills of first grade students in Shiraz city.
research methodology: The research method was of comparative causal type. The statistical population of the current study was made up of all the first grade students of Shiraz city in the academic year of 2021-2022, whose number is estimated to be around 3500 people by referring to the Education Department of Shiraz city. Thirty of the students under the study (15 in the experimental group and 15 in the control group) were selected as a sample through purposive sampling method. The tool used in this research was a researcher-made questionnaire on dysgraphia. The face and content validity of the questionnaire was confirmed by experts and technical people, and the reliability was confirmed by Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (T single sample and independent T groups) were used to analyze the data.
Findings: The results of the research indicated that there is a significant difference between the average grades of dysgraphia in the two groups of traditional learning and electronic learning.
Conclusion: The results indicated that the students who were taught by the traditional learning method had less dysgraphia than the students who were taught by the electronic learning method due to the direct communication between the teacher and the student with the disorder.
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Abstract Objective: This study aimed to compare the executive functions (, response inhibition, sustained attention and working memory) in students with learning disabilities are dysgraphia normal counterparts. Methods: This descriptive study is causal-comparative. The More
Abstract Objective: This study aimed to compare the executive functions (, response inhibition, sustained attention and working memory) in students with learning disabilities are dysgraphia normal counterparts. Methods: This descriptive study is causal-comparative. The study population included all male students in primary Mqth with and without learning disabilities in the city of Mashhad. To measure the variables of CPT and subscale of Wechsler Digit was used. Data using multivariate analysis of variance (MANOVA) were analyzed. Results: The results showed that children with disabilities disorder, dysgraphia than normal children have lower performance in executive function (response time, response inhibition, sustained attention and working memory) are. There was a significant difference between the two groups. Conclusion: It seems that this weakness will lead to problems in decision-making and lack of proper judgment, problems with innovation and change, distraction and problems in various aspects of memory. nse inhibition, sustained attention and working memory) are. There was a significant difference between the two groups. Conclusion: It seems that this weakness will lead to problems in decision-making and lack of proper judgment, problems with innovation and change, distraction and problems in various aspects of memory.
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The purpose of the present research was to examine the effect of sensory integration exercises on the sensory profile of children with dyslexia and dysgraphia. The statistical population included all the 7-10 year old primary students with dyslexia and dysgraphia in Beh More
The purpose of the present research was to examine the effect of sensory integration exercises on the sensory profile of children with dyslexia and dysgraphia. The statistical population included all the 7-10 year old primary students with dyslexia and dysgraphia in Behshahr, who had already referred to children’s learning disorder rehabilitation centers in the academic year 1390. Thirty students with dyslexia and 30 students with dysgraphia were randomly selected through (non-random) convenience sampling and assigned to experimental and control groups (15 students in each group). To collect the data, the researchers used the children’s sensory profile questionnaire, and to analyze the data, one-way covariance analysis was conducted. The results indicated that implementing sensory integration exercises enhance some factors of sensory profile (sensory seeking, emotional reaction, oral sensory sensitivity, inattention/distractibility, sedentary, fine motor / perceptual factors) in children with dyslexia. However, sensory integration exercises were found to have no effect on the low endurance/tone, poor registration, and sensory sensitivity of the children with dyslexia. Moreover, it was revealed that sensory integration exercises (as the independent variable) increased all factors of sensory profile significantly in children with dysgraphia.
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