Volume 6, Issue 178 (2-2024)
J Except Educ 1402, __(178): 99-99 |
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Hosseinkhanzadeh A A, Mihandoost N, Kafi M. The Impact of Teaching Positive Attribution Style Strategies on
reading Motivation in Children with Dyslexia. J Except Educ 2024; 6 (178) : 2
URL: http://exceptionaleducation.ir/article-1-2508-en.html
URL: http://exceptionaleducation.ir/article-1-2508-en.html
1- University of Guilan. Rast, Iran , khanzadehabbas@guilan.ac.ir
2- University of Guilan. Rast, Iran
2- University of Guilan. Rast, Iran
Abstract: (494 Views)
Abstract
Background and Purpose: Attribution style and reading motivation are among the important factor of
students' academic achievement. The aim of this study was to investigate the effect of teaching positive
attribution style on motivation in students with dyslexia.
Methods: The method of this research is experimental and pre-test and post-test design with control
group. The statistical population in this study consisted of all students in the city of Rasht, who were studying
at the learning disability centers in the school year of 1398 – 99. Thirty students were selected from this
statistical population, according to the conditions of entering and exiting to/from in the study which were
randomly assigned to the experimental and control groups. In this study, the reading and dyslexia test of
Kerami Nouri and Moradi (1387) was implemented to diagnose dyslexia, then the Wiegfeld and Guthrie
(1997) questionnaire was used to measure the level of reading motivation, which was implemented in the
pre-test and post-test phases on both groups the experimental group received a positive attribution style
retraining program in 11 sessions of 45 minutes for 6 weeks. However, the control group did not receive any
program other than the usual school program and finally data were compared with the statistical method of
independent t-test and Multivariate analysis of covariance.
Results: Data analysis showed that attributional retraining intervention improved reading motivation
in dyslexia students. That is, it shows significant increase in motivation of students with dyslexia in the
experimental group compared to the control group (P> 0.05)
Conclusion: Attributional retraining program provides students with mental health by creating positive
attribution style. In this way, it partially prevented the waste of time, energy and exorbitant costs caused by
the group's medical interventions.
Background and Purpose: Attribution style and reading motivation are among the important factor of
students' academic achievement. The aim of this study was to investigate the effect of teaching positive
attribution style on motivation in students with dyslexia.
Methods: The method of this research is experimental and pre-test and post-test design with control
group. The statistical population in this study consisted of all students in the city of Rasht, who were studying
at the learning disability centers in the school year of 1398 – 99. Thirty students were selected from this
statistical population, according to the conditions of entering and exiting to/from in the study which were
randomly assigned to the experimental and control groups. In this study, the reading and dyslexia test of
Kerami Nouri and Moradi (1387) was implemented to diagnose dyslexia, then the Wiegfeld and Guthrie
(1997) questionnaire was used to measure the level of reading motivation, which was implemented in the
pre-test and post-test phases on both groups the experimental group received a positive attribution style
retraining program in 11 sessions of 45 minutes for 6 weeks. However, the control group did not receive any
program other than the usual school program and finally data were compared with the statistical method of
independent t-test and Multivariate analysis of covariance.
Results: Data analysis showed that attributional retraining intervention improved reading motivation
in dyslexia students. That is, it shows significant increase in motivation of students with dyslexia in the
experimental group compared to the control group (P> 0.05)
Conclusion: Attributional retraining program provides students with mental health by creating positive
attribution style. In this way, it partially prevented the waste of time, energy and exorbitant costs caused by
the group's medical interventions.
Article number: 2
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2022/Aug/Sun | Revised: 2024/Mar/Sun | Accepted: 2022/Dec/Tue | Published: 2024/Mar/Sun | ePublished: 2024/Mar/Sun
Received: 2022/Aug/Sun | Revised: 2024/Mar/Sun | Accepted: 2022/Dec/Tue | Published: 2024/Mar/Sun | ePublished: 2024/Mar/Sun
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