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:: Volume 9, Issue 2 (Vol9 No2 Summer 2022- 2022) ::
J Child Ment Health 2022, 9(2): 1-20 Back to browse issues page
Developing and Validation of Intervention Program Based on Multiple Learning Systems for Students with Specific Learning with Reading Disabilities: Meta-Synthesis Study
Somayeh Rasouli1 , Shahram Vahedi * 2, Ali Gharadaghi2 , Shahrooz Nemati2
1- Faculty of Educational Sciences and Psychology, Tabriz University, Iran
2- Department of Education, Faculty of Education Sciences and Psychology, Tabriz University, Iran
Abstract:   (1419 Views)
Background and Purpose: One of the most important skills that play a key role in students' learning are reading skills. The purpose of this study is to design and validate an intervention program based on multiple learning systems for dyslexic students.
Method: The present study was a meta-synthesis. five electronic databases from 2005 to 2021 were searched using a comprehensive search strategy. To obtain the selected articles for the analysis, systematic search strategies were used. The keywords procedural learning, statistics, sequence, dyslexia were searched in five databases including Scopus, Sciencedirect, PubMed, PsycINFO, Springer, Magiran, Sid and Noormags. As a result of this search, 229 articles were retrieved. Based on the inclusion and exclusion criteria, 22 research papers were selected for the study.The Seven -step pattern of Sandelowski & Barroso research synthesis was used for data analysis.
Results: Based on the identified codes, 10 main categories related to learning systems and 9 main categories in the field of Intervention programs were extracted. Some of the categories related to learning systems include implicit, non-verbal, gradual, behavioral and numerical learning. The categories related to Intervention programs were visual sequence, auditory sequence, motor sequence, sensory and motor coordination, language sequence, play, cognitive and metacognitive strategies, and accuracy and concentration. The extracted categories were agreed upon by the coders (Kappa Cohen: 0.65). After identifying the goals, content, and activities of the learning systems, the training program was organized into 14 training sessions. The content validity ratio of the Lavshe table showed that the program's objectives and content were valid with a score of 0.85 and a content validity index of 0.79.
Conclusion: The findings of this study provide a program to help dyslexic students From our findings, we can conclude that paying attention to basic learning systems has been effective for improving reading skills, since our daily lives depend on implementing procedures. As a result, this program can be recommended as a useful rehabilitation program for specialists and therapists in the field of specific learning disorders.
Article number: 1
Keywords: Specific learning disability, learning systems, dyslexia
Full-Text [PDF 1462 kb]   (650 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/12/13 | Accepted: 2022/09/6 | Published: 2022/09/6
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Rasouli S, Vahedi S, Gharadaghi A, Nemati S. Developing and Validation of Intervention Program Based on Multiple Learning Systems for Students with Specific Learning with Reading Disabilities: Meta-Synthesis Study. J Child Ment Health 2022; 9 (2) : 1
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Volume 9, Issue 2 (Vol9 No2 Summer 2022- 2022) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
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