Volume 6, Issue 143 (2-2017)                   Exceptional Education 1395, __(143): 5-13 | Back to browse issues page

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Fathalipour G H, Qasemi S, Ghobari Bonab B, Beh-Pajooh A. The Effects of Teaching Self-monitoring of Attention on Enhancement of Attention and Reading Comprehension in Students with Reading Problems. Exceptional Education. 2017; 6 (143) :5-13
URL: http://exceptionaleducation.ir/article-1-810-en.html
1- M.A. , f.hassan41@yahoo.com
2- B.A.
3- Ph.D
Abstract:   (1037 Views)

Background: In spite of the fact that reading is one of the major methods of acquiring information and knowledge and also one of the most prominent learning tools for students, the existing reality in the society represents the low ability of the Iranian students in acquiring this skill. The purpose of the present study is to investigate the efficacy of teaching self- monitoring of attention on the enhancement of attention and reading comprehension in students with reading   problems.

Method: It was a quasi experimental study. The statistical populations of this study were third- grade students with reading problems, selected randomly among those who referred to koosha learning disorder center in Babol city in 2011-2012. These students were investigated in several stages (base-line, treatment and Follow-up). The children intelligence test, Wechsler, dyslexia test (Koromi Nori & Moradi, 1387) and reading comprehension test were used to collect the data.

Results: The results of the study have showed that the teaching of self-monitoring of attention hsd significant effect on the increase of attention & reading comprehension in students with reading problems. The gain maintained during the after one month.

Conclusion: As a result, it can be concluded that the teaching of attention as like as other fundamental learning skills had an effective attitude on treating reading problems.

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Type of Study: Original Article | Subject: General
Received: 2015/Dec/Tue | Revised: 2017/Aug/Mon | Accepted: 2016/Jul/Mon | Published: 2017/Feb/Mon | ePublished: 2017/Feb/Mon

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