[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 4, Issue 2 (Vol4 No2 Summer 2017 - 2017) ::
JCMH 2017, 4(2): 25-36 Back to browse issues page
The Structural Model of the Role of Executive Functions in Learning Performance of Students with Specific Learning Disabilities
Hadi Taghizadeh , Amanallah Soltani , Hamdolla Manzari Tavakoli , Zahra Zeinaddiny Maymand
Assistant Professor Islamic Azad University of Kerman
Abstract:   (612 Views)
Background and Purpose: One of the basic and new explanations for the treatment of learning disabilities is the model of executive functions. The purpose of this study was to investigate the role of executive functions (transfer, inhibition, updating, continuous functioning and planning-organizing) in predicting the learning performance of students with learning disabilities.
Method: The present study is a descriptive-correlational study. The statistical population consisted of all primary school students with learning disabilities in Mashhad in the academic year of 2016-2017. 116 students were selected through a random sampling method. Wisconsin test (Heaton et al., 1993), the stroop complex assignment (Stroup, 1935), the London tower test (Shallis, 1982), the working memory test (Wechsler, 2003), and continuous performance test (Rooseveld et al., 1956) were used as research tools. To evaluate the predictive power of academic performance through the variables of executive actions, the LaserL structural model was used.
Results: The results showed that the model is fitted with research data. The results of structural analysis showed that among executive functions, response inhibitory variable and active memory have a greater role in predicting the academic performance of students with learning disabilities in reading, writing and maths (P < 0.01).
Conclusion: Based on the results of this study, executive functions such as responsive inhibition, working memory, and mental flexibility are required as cognitive activities in reading, writing, and mathematics, which should be considered in the educational and rehabilitation curriculum of these students.
Keywords: Learning disability, transmission, response inihibition, scheduling, organization
Full-Text [PDF 1072 kb]   (298 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/10/16 | Accepted: 2017/01/4 | Published: 2017/08/30
Send email to the article author

Add your comments about this article
Your username or Email:

Write the security code in the box >


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Taghizadeh H, Soltani A, Manzari Tavakoli H, Zeinaddiny Maymand Z. The Structural Model of the Role of Executive Functions in Learning Performance of Students with Specific Learning Disabilities. JCMH. 2017; 4 (2) :25-36
URL: http://childmentalhealth.ir/article-1-205-en.html


Volume 4, Issue 2 (Vol4 No2 Summer 2017 - 2017) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.049 seconds with 807 queries by yektaweb 3600