List of Articles reading disability

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  Based skills in children with mathematics disability and co-morbid mathematics and reading disability
  Anoosheh Aminzadeh Hamidreza Hassanabadi
  The purpose of this study was to assess basic skills in 103 fourth- grade students with math disability based on Iran Key Math (Hooman & Mohamadesmael, 2002) and co-morbid mathematics and reading disability based on word reading sub test of Reading Test (Kormi-Nouri More

  The purpose of this study was to assess basic skills in 103 fourth- grade students with math disability based on Iran Key Math (Hooman & Mohamadesmael, 2002) and co-morbid mathematics and reading disability based on word reading sub test of Reading Test (Kormi-Nouri & Moradi, 2008). The sample consisted of three IQ homogenate groups: Children with mathematics disability and average reading ability (n= 24), children with co-morbid mathematics and reading disability (n=24) and children with average achievement in mathematics and reading (n=26). The basic skills were phonological processing, temporal-auditory processing, phonological short-term /working memory. ANOVA and Post Hoc tests (Tukey) results indicated that children with math disability and average reading ability performed worse than average group in temporal-auditory processing. Overall, deficits in phonological processing, temporal- auditory and phonological short-term memory had more influences on co-morbid mathematics and reading disability than on math disability.      Manuscript profile
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  2 - Prevalence of reading and writing disabilities among primary school students
  Ali Hosseinaee Ahmad Aghajani Azam Nofresti
  In order to determine the prevalence of reading and writing disabilities among primary school students , 3282 students in third-, fourth-, and fifth- grade were selected from seven educational districts of Qom State by stratified sampling. First, teachers completed the More

  In order to determine the prevalence of reading and writing disabilities among primary school students , 3282 students in third-, fourth-, and fifth- grade were selected from seven educational districts of Qom State by stratified sampling. First, teachers completed the Learning Disabilities Symptoms Checklist (Fawcett, & Lowe, 1995). Then those who met more than three symptoms, completed a researcher-devised Reading and Writing Test. The students who obtained scores lower than the criterion score administered the Raven Progressive Matrics (Raven, 1956). Finally, 3120 students without mental, visual, auditory, and motor deficiencies consisted the research sample. The findings indicated that (1) the prevalence of reading and writing disabilities were 1.55% and 1.34% respectively, (2) no significant difference was found between the males and the females, (3) the prevalence of reading disability was significantly different among third-, fourth-, and fifth- grade, and (4) the prevalence of reading and writing disabilities were significantly different among seven districts of Qom. Given the research findings, there are considerable number of students with reading and writing disabilities, which suggest that preventive and remedial actions are needed.     Manuscript profile