Volume 1, Issue 161 (4-2021)
J Except Educ 1400, __(161): 100-100 |
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karimi Lichahi R, Akbari B, Hoseinkhanzadeh A A, asadi majreh S. The Effectiveness of Sensory-Motor Integration Trainingon working memory and visual-motor coordination ofDyslexic Students. J Except Educ 2021; 1 (161) :100-100
URL: http://exceptionaleducation.ir/article-1-2368-en.html
URL: http://exceptionaleducation.ir/article-1-2368-en.html
1- Department of Psychology, Rasht Branch ,Islamic Azad University, Rasht, Iran
2- Department of Psychology, Rasht Branch ,Islamic Azad University, Rasht, Iran , Bakbari44@yahoo.com
3- Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran and Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
2- Department of Psychology, Rasht Branch ,Islamic Azad University, Rasht, Iran , Bakbari44@yahoo.com
3- Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran and Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
Abstract: (1983 Views)
Abstract
Background and Purpose: Dyslexic students often suffer from disorders in working memory and visualmotor
coordination, which is of importance in success or failure in academic performance. The present
study was conducted to investigate the effects of Sensory-Motor Integration Training on working memory
and visual-motor coordination of dyslexic students.
Method: This research was a quasi-experimental study with control group pre-test and post-test design.
The study population including all dyslexic students referred to special learning disability centers in Rasht in
the academic year 2019-2020. They were selected by convenience sampling and then randomly assigned
to either the experimental or control group (20 per group). The experimental group received the sensorymotor
integration training program for 8 sessions of 60 minutes, while the control group underwent no
intervention. Research instruments included the fourth edition of the Wechsler Children’s Intelligence
Scale (2003) and Visual-motor perception test (Bender-Gestalt, 1938).
Results: The findings of covariance analysis showed that sensory-motor integration training program had
a significant effect on working memory and visual- motor coordination of dyslexic students (P<0/01).
Conclusion: Based on the results of this study, it can be concluded that the effects of sensory-motor
integration training program on working memory and visual - movement coordination, can be considered
as a viable option in designing psychological and educational programs for children with dyslexia.
Background and Purpose: Dyslexic students often suffer from disorders in working memory and visualmotor
coordination, which is of importance in success or failure in academic performance. The present
study was conducted to investigate the effects of Sensory-Motor Integration Training on working memory
and visual-motor coordination of dyslexic students.
Method: This research was a quasi-experimental study with control group pre-test and post-test design.
The study population including all dyslexic students referred to special learning disability centers in Rasht in
the academic year 2019-2020. They were selected by convenience sampling and then randomly assigned
to either the experimental or control group (20 per group). The experimental group received the sensorymotor
integration training program for 8 sessions of 60 minutes, while the control group underwent no
intervention. Research instruments included the fourth edition of the Wechsler Children’s Intelligence
Scale (2003) and Visual-motor perception test (Bender-Gestalt, 1938).
Results: The findings of covariance analysis showed that sensory-motor integration training program had
a significant effect on working memory and visual- motor coordination of dyslexic students (P<0/01).
Conclusion: Based on the results of this study, it can be concluded that the effects of sensory-motor
integration training program on working memory and visual - movement coordination, can be considered
as a viable option in designing psychological and educational programs for children with dyslexia.
Keywords: sensory-motor integration training, students with dyslexia, visual-motor coordination, workingmemory
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2021/Aug/Sun | Revised: 2021/Nov/Thu | Accepted: 2021/Sep/Fri | Published: 2021/Sep/Sun | ePublished: 2021/Sep/Sun
Received: 2021/Aug/Sun | Revised: 2021/Nov/Thu | Accepted: 2021/Sep/Fri | Published: 2021/Sep/Sun | ePublished: 2021/Sep/Sun
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