Volume 5, Issue 183 (12-2024)
J Except Educ 1403, __(183): 88-88 |
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nozohouri R, Rahimi H. The Effectiveness of a Multiple Learning Systems Intervention
on Improving Working Memory and Attention in Students with
Reading difficulty. J Except Educ 2024; 5 (183) : 5
URL: http://exceptionaleducation.ir/article-1-2650-en.html
URL: http://exceptionaleducation.ir/article-1-2650-en.html
1- Farhangian University
Abstract: (354 Views)
Abstract
Background and Purpose: Dyslexia is a Specific learning difficulty that could lead to academic and
learning problems in students and has a very high prevalence in schools. the Aim of this study was to
investigate the Effectiveness of educational intervention based on multiple learning systems on improving
working memory and attention in Students with Reading difficulties.
Method: This research has been quasi-experimental with pretest-posttest outline with a control group.
Statical community of this study includes all dyslexic students of elementary school in Maragheh that 30
of them were selected by using available sampling through random sampling were located in two test and
control groups. For each group, first, the pretest WISC-R test (5th version) and also the Reading and
Dyslexia Test (Nema) (Karami & et al, 2009) attention test (Stroop) was performed. then, the intervention
program based on learning systems was implemented on test group for 14 sessions (each session, 45
minutes. the data were analyzed using covariance analysis method.
Findings: According to the findings of the research, there was a significant statistical difference between
the two groups of subjects in terms of working memory and the number of errors and reaction time in
attention, and the number of errors in the experimental group was less than that of the control group, and
the reaction time of the experimental group was less than that of the control group.
Conclusion: According to the statistical difference between the performance of the two groups of subjects,
it can be concluded that the educational intervention based on learning systems is effective on working
memory and attention and improves the performance of working memory and attention of students with
reading difficulties. Therefore, it is suggested that teachers of special learning problems use these types
of programs to improve the reading difficulty of their students.
Background and Purpose: Dyslexia is a Specific learning difficulty that could lead to academic and
learning problems in students and has a very high prevalence in schools. the Aim of this study was to
investigate the Effectiveness of educational intervention based on multiple learning systems on improving
working memory and attention in Students with Reading difficulties.
Method: This research has been quasi-experimental with pretest-posttest outline with a control group.
Statical community of this study includes all dyslexic students of elementary school in Maragheh that 30
of them were selected by using available sampling through random sampling were located in two test and
control groups. For each group, first, the pretest WISC-R test (5th version) and also the Reading and
Dyslexia Test (Nema) (Karami & et al, 2009) attention test (Stroop) was performed. then, the intervention
program based on learning systems was implemented on test group for 14 sessions (each session, 45
minutes. the data were analyzed using covariance analysis method.
Findings: According to the findings of the research, there was a significant statistical difference between
the two groups of subjects in terms of working memory and the number of errors and reaction time in
attention, and the number of errors in the experimental group was less than that of the control group, and
the reaction time of the experimental group was less than that of the control group.
Conclusion: According to the statistical difference between the performance of the two groups of subjects,
it can be concluded that the educational intervention based on learning systems is effective on working
memory and attention and improves the performance of working memory and attention of students with
reading difficulties. Therefore, it is suggested that teachers of special learning problems use these types
of programs to improve the reading difficulty of their students.
Article number: 5
Keywords: Attention, Effectiveness, Intervention, Multiple Learning Systems, Reading difficulties, Working
Memory
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2023/Aug/Sat | Revised: 2025/Jan/Wed | Accepted: 2024/Oct/Tue | Published: 2025/Jan/Wed | ePublished: 2025/Jan/Wed
Received: 2023/Aug/Sat | Revised: 2025/Jan/Wed | Accepted: 2024/Oct/Tue | Published: 2025/Jan/Wed | ePublished: 2025/Jan/Wed
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