[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
International Editorial Board
Editorial Board of Iranian University
Aims & Scopes
Indexing & Abstracting
Open Access Policy
Financial Policies
CrossMark Policy
Journal News
Articles archive::
All Issues
Current Issue
For Authors::
Instructions for Authors
Submission Form
Principles of Publishing Ethics
Ethical Code: Psychologic Study
Ethical Code: Medical Research
Ethical Consideration
Peer Review Policy
Declaration Form
Article Processing Charges
For Reviewers::
Policies of Peer Review
Registration::
Registration Form
Contact us::
Contact Information
Contact us
Site Facilities::
Site map
Search contents
Top 10 contents
Inform to friends
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 6, Issue 4 (Vol6 No4 Winter 2020- 2020) ::
J Child Ment Health 2020, 6(4): 51-62 Back to browse issues page
Comparison of the Effect of Executive Functions Training and Barkley’s Model on Reading Performance and Academic Self-Concept in Students with Dyslexia
Emad Yousefi1 , Salar Faramarzi * 2, Mokhtar Malek Pour2 , Ahmad Yarmohammadian2
1- Faculty of Psychology and Educational Sciences, University of Isfahan, Iran
2- Department of Psychology and Education of Children with Special Needs, Faculty of Psychology and Educational Sciences, University of Isfahan, Iran
Abstract:   (4755 Views)
Background and Purpose: Dyslexia is one of the most common and important reading disorders among children, characterized by problems with word decoding, poor ability in phonological processing skills, and various problems with the written language. The purpose of the present study was to compare the effect of executive functions training and Barclay’s model on reading performance and academic self-concept in students with dyslexia.
Method: This research is a quasi-experimental research. Accordingly, 45 students with dyslexia were selected from among the students of third grade primary school in Bandar Abbas in the academic year of 2016-2017 and randomly assigned into 3 groups of 15 students (two experimental groups and one control group). The Reading Performance Questionnaire (Abedi, 2016) and the Academic Self-Concept Questionnaire (ASCQ) (Yi- Hsin Chen, 2004) were used to collect data in two pre-test and post-test stages. The Barclays Model Practices and executive functions education was given to the participants in the first and second experimental groups respectively in 7 sessions, but the control group did not receive any intervention.
Results: Results of univariate analysis of covariance showed that executive functions intervention and Barclay's intervention had significant effect on reading performance and self-concept of students with dyslexia in general. Also, the results of multivariate analysis of covariance showed that both interventions had significant effect on the dimensions of reading performance and academic self-concept, but training of executive actions had more effect on both dependent variables (p <0.05).
Conclusion: Given the effectiveness of executive-based intervention in comparison with Barclay's model in students with reading disorder, it can be explained that the components of executive functions such as working memory, planning , and mental organization are very closely related to reading skills and thus increase their level of self-concept.
Keywords: Dyslexia, executive functions, Barkley’s model, academic self-concept
Full-Text [PDF 821 kb]   (2900 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/08/7 | Accepted: 2019/03/8 | Published: 2020/03/1
References
1. Maughan B, Messer J, Collishaw S, Pickles A, Snowling M, Yule W, Rutter M. Persistence of literacy problems: spelling in adolescence and at mid‐life. Journal of Child Psychology and Psychiatry. 2009; 50 (8):893-901. [Link] [DOI:10.1111/j.1469-7610.2009.02079.x]
2. Brooks AD, Berninger VW, and Abbott RD. Letter naming and letter writing reversals in children with dyslexia: Momentary inefficiency in the phonological and orthographic loops of working memory. Developmental neuropsychology. 2011 Oct1;36(7):847-68 . [Link] [DOI:10.1080/87565641.2011.606401]
3. Hoskyn, M. J, Iarocci, G, Young, AR. Executive functions in children's everyday lives: A handbook for professionals in applied psychology. Oxford University Press. 2017; 217-240. [Link] [DOI:10.1093/acprof:oso/9780199980864.001.0001]
4. Hoskyn MJ, Iarocci G, Young AR, editors. Executive functions in children's everyday lives: A handbook for professionals in applied psychology. Oxford University Press; 2017. [Link] [DOI:10.1093/acprof:oso/9780199980864.001.0001]
5. Schuchardt K, Maehler C, Hasselhorn M. Working memory deficits in children with specific learning disorders. Journal of Learning Disabilities. 2008 ;41 (6): 514-23. [Link] [DOI:10.1177/0022219408317856]
6. Smith-Spark JH, Fisk JE. Working memory functioning in developmental dyslexia. Memory. 2007 1;15(1):34-56. [Link] [DOI:10.1080/09658210601043384]
7. Swanson HL. Adults with reading disabilities: Converting a meta-analysis to practice. Journal of Learning disabilities.2012;45(1):17-30. [Link] [DOI:10.1177/0022219411426856]
8. Barclay, Russell. Educating children with a high level of attention deficit hyperactivity disorder (ADHD), Ahmad Abedi and Adleh Sharbafzadeh (trans.) Isfahan Kavoshar Publications. 2015; 110-115. [Persian]. [Link]
9. Dawson P, Guare R. Executive skills in children and adolescents: A practical guide to assessment and intervention. Guilford Publications; 2018, 13. [Link]
10. Dawson, P, Guerre, R. Executive functions in children and adolescents: A guide to assessment and intervention. Ali Akbar Ebrahimi, Ahmad Abedi, Salar Faramarzi, Bita Achaee & Munir Behrouz (trans.) Isfahan: Neveshteh Publication. 2014; 75-90. [Link]
11. Alloway TP, Wootan S, Deane P. Investigating working memory and sustained attention in dyslexic adults. International Journal of Educational Research. 2014;67: 11-7. [Link] [DOI:10.1016/j.ijer.2014.04.001]
12. Karimi, Yousef. Learning disorders: Theoretical and practical issues. Tehran: Savalan Publication. 2008; 55-63. [Persian]. [Link]
13. Seif, A. Ak. Modern psychology: Psychology of learning and education. Tehran: Dowran Publication. 2007; 171-176. [Persian] [Link]
14. Pintrich, P. R. The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.) Handbook ofself-regulation. San Diego, CA: Academic Press; 2000; pp: 452-502. [Link] [DOI:10.1016/B978-012109890-2/50043-3]
15. Schunk, D. H, Zimmerman, B. J. Competence and control beliefs: distinguishing the means and ends. In P. A. Alexander, &P. H. Winne (Eds.) Handbook of educational psychology (2nd ed.). 2006; pp: 349-368. [Link]
16. Vaughn S, Elbaum B, Boardman AG. The social functioning of students with learning disabilities: Implications for inclusion. Exceptionality. 2001 1; 9(1-2):47-65. [Link] [DOI:10.1080/09362835.2001.9666991]
17. Yahyazadeh, Aida; Karimi, Roghayeh, & HassanNia Jourshari, Mehdi. Level of motivation, self-reflection and attitude toward reading in dyslexic students. Quarterly mental health of the child. 2016; 3 (3): 31-42. [Persian] [Link]
18. American Psychiatric Association. Diagnostic and statistical manual of mental disorders, Yahya Seyyed Mohammadi (Trans.) First Edition, Tehran, Ravan Publication. 2013; 505-508. [Persian] [Link] [DOI:10.1176/appi.books.9780890425596]
19. Polychroni F, Koukoura K, Anagnostou I. Academic self‐concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? European Journal of Special Needs Education. 2006, 1;21(4):415-30. [Link] [DOI:10.1080/08856250600956311]
20. Barkley RA. Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin. 1997; 121(1):65. [Link] [DOI:10.1037/0033-2909.121.1.65]
21. Blair C, Razza RP. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child development. 2007; 78(2):647-63. [Link] [DOI:10.1111/j.1467-8624.2007.01019.x]
22. Meltzer L, editor. Executive function in education: From theory to practice. Guilford Publications; 2018,19. [Link]
23. Holmes J, Gathercole SE, Dunning DL. Adaptive training leads to sustained enhancement of poor working memory in children. Developmental science. 2009; 12(4): F9-15. [Link] [DOI:10.1111/j.1467-7687.2009.00848.x]
24. Hamidi, Farideh & Fayyazbakhsh, Marzieh. The Effectiveness of active memory training on improving reading skills of dyslexic students; Journal of Education and Evaluation Research. 2016; 9 (35): 13-35. [Persian] [Link]
25. Karimi, Somayyeh & Askari, Saeed. The Effectiveness of training active memory strategies on improving reading performance of dyslexic students, Journal of Learning Disabilities. 2013;3 (1): 79-90. [Persian] [Link]
26. Sesma HW, Mahone EM, Levine T, Eason SH, Cutting LE. The contribution of executive skills to reading comprehension. Child Neuropsychology. 2009 17; 15(3):232-46. [Link] [DOI:10.1080/09297040802220029]
27. McCloskey G, Perkins LA. Essentials of executive functions assessment. John Wiley & Sons; 2012, 30. [Link]
28. McCloskey, G, Gilmartin, C, Stanco Vitanza, B. Interventions for students with executive skills and executive functions difficulties. In J.T. Mascolo, V.C. Alfonso, & D.P. Flanagan (Eds.), Essentials of planning, selecting, and tailoring interventions for unique learners. Hoboken, NJ: John Wiley & Sons, Inc. 2014; 314-386. [Link]
29. Albert-Green DF. Teachers', parents', and students' perceptions of effective school characteristics of two Texas urban exemplary open-enrollment charter schools (Doctoral dissertation, Texas A&M University). [Link]
30. Barkly, R. Attention -deficit hyperactivity disorder. New York: The Guilford Press. 2015 [Link]
31. Motamedi, M., Beirman, K., and Cynthia L. H-P. Rejection Reactivity, Excutive function Skills, and social adjustment prblems of Interractive and Hyperactivity Kindergarteners. Social Development. 2016: 25 (2), 322-339. [Link] [DOI:10.1111/sode.12143]
32. Kirk, S, Gallagher, G, & Coleman, M. R. Education Exceptional Children (14th Ed). Congage Learning Printed in United States of America. 2015;51-59. [Link]
33. Barkley RA. Adolescents with attention-deficit/hyperactivity disorder: An overview of empirically based treatments. Journal of Psychiatric Practice®. 2004, 1;10(1):39-56. [Link] [DOI:10.1097/00131746-200401000-00005]
34. Altemeier LE, Abbott RD, Berninger VW. Executive functions for reading and writing in typical literacy development and dyslexia. Journal of clinical and experimental neuropsychology. 2008, 4; 30(5):588-606. [Link] [DOI:10.1080/13803390701562818]
35. Engel de Abreu PM, Abreu N, Nikaedo CC, Puglisi ML, Tourinho CJ, Miranda MC, Befi-Lopes DM, Bueno OF, Martin R. Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as "poor readers". Frontiers in psychology. 2014, 10; 5: 550. [Link] [DOI:10.3389/fpsyg.2014.00550]
36. Dias NM, Seabra AG. Intervention for executive functions development in early elementary school children: effects on learning and behaviour, and follow-up maintenance. Educational Psychology. 2017, 21; 37(4):468-86. [Link] [DOI:10.1080/01443410.2016.1214686]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
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. J Child Ment Health 2020; 6 (4) :51-62
URL: http://childmentalhealth.ir/article-1-614-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 6, Issue 4 (Vol6 No4 Winter 2020- 2020) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.05 seconds with 43 queries by YEKTAWEB 4645