Volume 20, Issue 1 (Pajouhan Scientific Journal, Winter 2022)
Pajouhan Sci J 2022, 20(1): 24-32 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Fathi D, Faramarzi S, Eftekhar Saadi Z, Naderi F, Zargar Y. Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia. Pajouhan Sci J 2022; 20 (1) :24-32
URL: http://psj.umsha.ac.ir/article-1-900-en.html
URL: http://psj.umsha.ac.ir/article-1-900-en.html
1- Department of Psychology and Exceptional Children Education, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran , fathi2acs@yahoo.com
2- Department of Psychology and Exceptional Children Education, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2- Department of Psychology and Exceptional Children Education, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Abstract: (1515 Views)
Background and Objectives: The aim of this study was to determine the effectiveness of purposeful reading intervention based on response to the intervention on the academic attitudes of dyslexic students in Hamadan.
Materials and Methods: This research was a quasi-experimental study by pre-test, post-test design with control group. The study population included of third grade elementary school students with dyslexia. Subjects were selected by simple randomly sampling method. In this study were participated 30 students with dyslexia. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 students. Experimental group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The instrument of present research was and Akbary Academic Attitude Survey (2004). The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test.
Results: The results of multivariate analysis of covariance showed that in the post-intervention stage, the mean scores of academic attitude of the experimental group after the intervention was significantly higher than the control group.
Conclusions: The purposeful reading intervention training program improved the academic attitudes of dyslexic students.
Materials and Methods: This research was a quasi-experimental study by pre-test, post-test design with control group. The study population included of third grade elementary school students with dyslexia. Subjects were selected by simple randomly sampling method. In this study were participated 30 students with dyslexia. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 students. Experimental group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The instrument of present research was and Akbary Academic Attitude Survey (2004). The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test.
Results: The results of multivariate analysis of covariance showed that in the post-intervention stage, the mean scores of academic attitude of the experimental group after the intervention was significantly higher than the control group.
Conclusions: The purposeful reading intervention training program improved the academic attitudes of dyslexic students.
Type of Study: Research Article |
Subject:
Medicine & Clinical Sciences
Received: 2022/02/22 | Accepted: 2022/03/1 | Published: 2022/03/1
Received: 2022/02/22 | Accepted: 2022/03/1 | Published: 2022/03/1
References
1. Roehr B. American psychiatric association explains DSM-5. BMJ. 2013;346:f3591 [DOI:10.1136/bmj.f3591] [PMID]
2. Edition F. Diagnostic and statistical manual of mental disorders. Am Psychiatric Assoc. 2013;21.
3. Tannock R. Provision of evidence-based intervention is not part of the DSM-5 diagnostic criteria for specific learning disorder. Eur child Adolesc Psychiatry. 2016;25(2):209-10. [DOI:10.1007/s00787-015-0736-y] [PMID]
4. Ashori M, Jalil-Abkenr S. Students with special needs and inclusive education. Tehran: Roshd-e Farhang; 2016:103-29. [Persian]
5. Williams JL, Miciak J, McFarland L, Wexler J. Learning disability identification criteria and reporting in empirical research: A review of 2001-2013. Learn Disabil Res Pract. 2016;31(4):221-9. [DOI:10.1111/ldrp.12119]
6. Petretto DR, Masala C. Dyslexia and specific learning disorders: new international diagnostic criteria. J Child Dev Disord. 2017 October. [DOI:10.4172/2472-1786.100057]
7. American Psychiatric Association A. Diagnostic and statistical manual of mental disorders. Washington: American Psychiatric Association; 1980.
8. Rafiq F, Hussain S, Abbas Q. Analyzing students' attitude towards e-learning: A case study in higher education in Pakistan. Pak Soc Sci Rev. 2020;4(1):367-80. [DOI:10.35484/pssr.2020(4-I)29] [PMID]
9. Popa RA, Ciascai L. Students' attitude towards STEM education. Acta Didactica Napocensia. 2017;10(4):55-62. [DOI:10.24193/adn.10.4.6]
10. Gutiérrez M, Ruiz LM, López E. Perceptions of motivational climate and teachers' strategies to sustain discipline as predictors of intrinsic motivation in physical education. Spanish J Psychol. 2010;13(2):597-608. [DOI:10.1017/S1138741600002274] [PMID]
11. Mazana YM, Suero Montero C, Olifage CR. Investigating students' attitude towards learning mathematics. Int Electron JMath Educn. 2019;14(1):207. [DOI:10.29333/iejme/3997]
12. Narmadha U, Chamundeswari S. Attitude towards learning of science and academic achievement in science among students at the secondary level. J Sociol Res. 2013;4(2):114. [DOI:10.5296/jsr.v4i2.3910]
13. Yunus FW, Ali ZM. Attitude towards learning chemistry among secondary school students in Malaysia. J Asian Behav Stud. 2018;3(9):63-70. [DOI:10.21834/ajbes.v3i9.61]
14. Hallahan DP, Pullen PC, Kauffman JM, Badar J. Exceptional learners. In: Zhang L, editor. Oxford research encyclopedia of education. New York: Oxford University Press; 2020. [DOI:10.1093/acrefore/9780190264093.013.926]
15. Averill OH, Rinaldi C, Collaborative USEL. Multi-tier system of supports (MTSS). District Administration. 2011;48(8):91-5.
16. Mahmodi HO, Erfani NO, Mohagheghi H. Developing a model to explain and predict of academic achievement based on psychological basic needs and motivation of academic achievement. Res Curric Plan. 2017;14(53):67-80. [Persian]
17. Solihatin E, Syahrial Z. The effects of brain-based learning and project-based learning strategies on student group mathematics learning outcomes student visual learning styles. Pedagogical Res. 2019;4(4):em0047. [DOI:10.29333/pr/5949]
18. Zulalie B, Ghorbani F. Comparison of academic motivation and school engagement in students with and without dyslexia. J Learn Disabil. 2014;3(4):44-58. [Persian]
19. Asadpour E, Sadat Hosseini M. The effectiveness of cognitive group therapy on self-efficacy and depression among divorced women. Pract Clin Psychol. 2018;6(4):231-8. [DOI:10.32598/jpcp.6.4.231]
20. Samadi M, Ghamarani A, Faramarzi S. Role of PASS cognitive processes in explaining the ability of word reading and text comprehension in children with dyslexia. Q J Child Mental Health. 2020;7(2):268-79. [Persian] [DOI:10.29252/jcmh.7.2.23]
21. Faramarzi S, Mohamadzade A. Effectiveness of response to intervention- based targeted reading intervention on comprehension in students with specific learning disability. Psychol Except Individ. 2017;7(27):185-208. [Persian]
22. Hassani M, Dastjerdi R, Pakdaman M. The effect of brain-based learning (B.B.L) on attitude & academic achievement of students in mathematic. Curric Plann Knowledge Res Educ Sci. 2016;12(20 (47)):61-73. [Persian]
23. Sevari K, Jalilian SM. Impacts of group counseling training by cognitive method on attitude changing toward mathematics & academic improvement of the second grade of guidance School of Khorramshahr. J Res Sch Virtual Learn. 2016;3(12):27-36. [Persian]
24. Yousefi E, Faramarzi S, Malek Pour M, Yarmohammadian A. Comparison of the effect of executive functions training and barkley's model on reading performance and academic self-concept in students with dyslexia. Q J Child Mental Health. 2020;6(4):51-62. [Persian] [DOI:10.29252/jcmh.6.4.6]
25. Khanjani Z, Mahdavian H, Ahmadi P, Hashemi T, Fathollahpour L. Comparison between the effect of neurofeedback and fernald's multisensory approachon treatingchildren with dyslexia. Psychol Except Individ. 2013;2(8):117-47. [Persian]
26. Amendum SJ, Vernon-Feagans L, Ginsberg MC. The effectiveness of a technologically facilitated classroom-based early reading intervention: The targeted reading intervention. Elementary Sch J. 2011;112(1):107-31. [DOI:10.1086/660684]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Articles Copyright © The Author(s).
Owned by Hamadan University of Medical Sciences.
Published by UMSHA Press
Journal Tel: +98 81 38380090
Publisher Tel: +98 81 38382022
Website: https://psj.umsha.ac.ir/
Email: psj@umsha.ac.ir
