Volume 4, Issue 182 (10-2024)
J Except Educ 1403, __(182): 102-102 |
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Zeini M, sarifi P, dastjerdi M, asghari M. Determining the effectiveness of verbal-linguistic games on
the executive functions of working memory, inhibition and
reading concentration accuracy of late learning students. J Except Educ 2024; 4 (182) : 7
URL: http://exceptionaleducation.ir/article-1-2724-en.html
URL: http://exceptionaleducation.ir/article-1-2724-en.html
1- Cultural , Marzyah583@yahoo.com
2- Cultural
2- Cultural
Abstract: (229 Views)
Abstract
Background & Objective: reading performance is one of the important subjects of learning in students,
which can be effective in other aspects and subjects. The purpose of the present study was to determine
the effectiveness of language-verbal games on the executive functions of working memory, inhibition, and
accuracy and concentration in reading performance in late learning students.
Method: The present research was based on a semi-experimental method and a pre-test-post-test design
with a control group. The statistical population of the research included late learning boys and girls of the first
grade of primary education available in Yazd city, who were studying in government schools in the academic
year of 1402. The number of late learning students was 30 qualified volunteers with the approval of learning
disorder center specialists and available sampling method and placed in two groups of 15 experimental and
control subjects. The data collection tool included the checklist for diagnosing dyslexia (Karmi-Nouri and
Moradi, 2014), the brief test (Jioya, 2000) and the fourth intelligence test (Wechsler, 2003). The training of
language-verbal games on executive functions, working memory, inhibition and accuracy, concentration
during 16 60-minute sessions three times a week for the participants of the experimental group before and
after the pre- and post-test intervention, to analyze the information from the 23 spss software and from
Multivariate analysis of covariance test was used to analyze the data.. Probability values less than (0.05)
were considered statistically significant.
Results: The results showed that, after removing the effect of the pre-test, the difference between the
average scores of the experimental group and the control group in the post-test in working memory variable
(p < 0.001), accuracy and concentration (p = 0.001) and inhibition (p <0.001) was significant. Also, the
difference between the mean post-test scores of the experimental group and the control group in reading
performance components was significant (p<0.001).
Background & Objective: reading performance is one of the important subjects of learning in students,
which can be effective in other aspects and subjects. The purpose of the present study was to determine
the effectiveness of language-verbal games on the executive functions of working memory, inhibition, and
accuracy and concentration in reading performance in late learning students.
Method: The present research was based on a semi-experimental method and a pre-test-post-test design
with a control group. The statistical population of the research included late learning boys and girls of the first
grade of primary education available in Yazd city, who were studying in government schools in the academic
year of 1402. The number of late learning students was 30 qualified volunteers with the approval of learning
disorder center specialists and available sampling method and placed in two groups of 15 experimental and
control subjects. The data collection tool included the checklist for diagnosing dyslexia (Karmi-Nouri and
Moradi, 2014), the brief test (Jioya, 2000) and the fourth intelligence test (Wechsler, 2003). The training of
language-verbal games on executive functions, working memory, inhibition and accuracy, concentration
during 16 60-minute sessions three times a week for the participants of the experimental group before and
after the pre- and post-test intervention, to analyze the information from the 23 spss software and from
Multivariate analysis of covariance test was used to analyze the data.. Probability values less than (0.05)
were considered statistically significant.
Results: The results showed that, after removing the effect of the pre-test, the difference between the
average scores of the experimental group and the control group in the post-test in working memory variable
(p < 0.001), accuracy and concentration (p = 0.001) and inhibition (p <0.001) was significant. Also, the
difference between the mean post-test scores of the experimental group and the control group in reading
performance components was significant (p<0.001).
Article number: 7
Keywords: Accuracy and concentration, Inhibition, Late learning students, Reading performance, Teaching
verbal language games, working memory
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2024/Feb/Wed | Revised: 2024/Nov/Tue | Accepted: 2024/Sep/Tue | Published: 2024/Nov/Tue | ePublished: 2024/Nov/Tue
Received: 2024/Feb/Wed | Revised: 2024/Nov/Tue | Accepted: 2024/Sep/Tue | Published: 2024/Nov/Tue | ePublished: 2024/Nov/Tue
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