[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 8, Issue 2 (Vol8 No2 Summer 2021- 2021) ::
J Child Ment Health 2021, 8(2): 1-16 Back to browse issues page
The Effect of a Multidimensional Intervention Program (Sensory-Motor Integration Training for Child and Parent) on Reading Attitudes and Performance of Students with Dyslexia
Roghayeh Karimi Lichahi1 , Bahman Akbari * 1, Abbas Ali Hoseinkhanzadeh2 , Samereh Asadi Majreh1
1- Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran
2- Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran and Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
Abstract:   (1585 Views)
Background and Purpose: Reading attitudes and performance of students with dyslexia can play a focal role in their success or failure in academic performance. Therefore, the present study was conducted to investigate the effect of a multidimensional intervention program (Sensory-Motor Integration Training for Child and Parent) on reading attitudes and performance of students with dyslexia.
Method: The study was designed as a quasi-experimental pre-test-post-test study with a control group. The population includes students with dyslexia referred to educational and rehabilitation centers of specific learning disabilities in Rasht city in the 2019-20 academic year. A sample of 40 participants was selected by the convenience sampling method. They were randomly assigned to the experimental and control groups. The instruments of the study included the 4th edition of the Wechsler Children's Intelligence Scale (2003), the Reading Attitude Scale (Mckenna and Kear, 1990), and the Reading and Dyslexia Test (Kormi Nouri and Moradi, 2005). The multidimensional intervention program was performed in eight 60-minutes-sessions only for the experimental group, and the control group received only their routine training centers.
Results: The results of the analysis of covariance showed that the training program of sensory-motor integration for children and parents has a significant effect on the reading attitudes and performance of students with dyslexia (P<0/01).
Conclusions: According to the results of the present study on the effectiveness of the sensory-motor integration program with mother-child interaction، the mother-child interactive test based on this method can be used as a suitable option in designing psychological and educational programs for children with dyslexia.
Article number: 1
Keywords: Multidimensional intervention, sensory-motor integration, child and parent, reading attitudes and performance, students with dyslexia
Full-Text [PDF 1270 kb]   (775 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/03/13 | Accepted: 2021/06/14 | Published: 2021/09/11
References
1. National Joint Committee on Learning Disabilities. Learning disabilities: Implications for policy regarding research and practice: A report by the National Joint Committee on Learning Disabilities March 2011. Learning Disability Quarterly; 34(4), 237-241. [Link] [DOI:10.1177/0731948711421756]
2. Shaywitz SE, Shaywitz BA. Reading disability and the brain. In: Scherer M, editor. On developing readers: Readings from educational leadership (EL essentials). ASCD. 2016, pp: 146-151. [Link]
3. Sainio PJ, Eklund KM, Ahonen TPS, Kiuru NH. The role of learning difficulties in adolescents' academic emotions and academic achievement. J Learn Disabil. 2019; 52(4): 287-298. [Link] [DOI:10.1177/0022219419841567]
4. Tyler EJ, Hughes JC, Beverley M, Hastings RP. Improving early reading skills for beginning readers using an online programme as supplementary instruction. European Journal of Psychology of Education. 2015; 30(3): 281-294. [Link] [DOI:10.1007/s10212-014-0240-7]
5. Roitsch J, Watson S. An overview of dyslexia: definition, characteristics, assessment, identification, and intervention. Science Journal of Education. 2019; 7(4): 81-86. [Link] [DOI:10.11648/j.sjedu.20190704.11]
6. American Psychiatric Association. Diagnotic and statistical manual of mental disorders (5thed). Arlington، VA: American psychiatric publishing; 2013. [Link] [DOI:10.1176/appi.books.9780890425596]
7. Miller P, Kupfermann A. The role of visual and phonological representations in the processing of Written words by readers with diagnosed dyslexia: Evidence frome a morkings memory task. Dyslexia. 2009; 59(1): 12-33. [Link] [DOI:10.1007/s11881-009-0021-1]
8. Menghini D, Finzi A, Carlesimo G A, Vicari S. Working memory impairment in children with developmental dyslexia: Is it just a phonological deficity. Developmental Neuropsychology. 2011; 36(2): 199-213. [Link] [DOI:10.1080/87565641.2010.549868]
9. Jeffries S, Everatt J, Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia. 2004; 10(3): 196-214. [Link] [DOI:10.1002/dys.278]
10. Schuchardt K, Bockmann A، Borneman G، Maehler C. Working memory functioning in children with learning disorders and specific language impairment. Topics in Language Disorders. 2013; 33(4): 298-312. [Link] [DOI:10.1097/01.TLD.0000437943.41140.36]
11. Alloway T P. Working memory,but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment. 2009; 25(2): 92-98. [Link] [DOI:10.1027/1015-5759.25.2.92]
12. Bannach-Brown A. Visual-motor integration in developmental dyslexia. 2014. https: //www. researchgate. net/publication/280045349_Visual-otor_integration_in_developmental_dyslexia [Link]
13. Crawford SG, Dewey D. Co-occurring disorders: a possible key to visual perceptual deficits in children with developmental coordination disorder؟ Human Movement Science. 2008; 27(1): 154-69. [Link] [DOI:10.1016/j.humov.2007.09.002]
14. Fletcher JM, Lyon GR, Fuchs LS, Barnes MA. Learning disabilities: From identification to intervention. New York: Guilford Press; 2018.[Link]
15. 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; 21(4): 415-430. [Link]. [DOI:10.1080/08856250600956311]
16. Yahyazadeh A, Karimi R, Hassannia Jorshari M. Motivation. Self -concept and attitudes toward reading in students with dyslexia. J Child Ment Health. 2016; 3 (3): 31-42. [Persian] [Link]
17. Chapman J W, Tunmer W E, Prochnow JE. Early reading-related skills and performance، reading self-concept، and the development of academic self-concept: A longitudinal study. J Educ Psychol. 2000; 92(4), 703-708. [Link] [DOI:10.1037/0022-0663.92.4.703]
18. Wood SE, Wood E G, Boyd D. The world of psychology. social & applied psychology. Rolling Meadows: IL: Riverside; 2007. [Link]
19. Mihandoost Z, Elias H, Sharifah SH, Mahmud RA. Comparison of the reading motivation and reading attitude of students with dyslexia and students without dyslexia in the elementary schools in Ilam, Iran. International Journal of Psychological Studies. 2011; 3)1:( 17-27.[Persian] [Link] [DOI:10.5539/ijps.v3n1p17]
20. Critz C, Blake K, Nogueira E. Sensory processing challenges in children. JNP. 2015; 11(7),710-16. [Link] [DOI:10.1016/j.nurpra.2015.04.016]
21. Humphries T، Wright M، McDougall B، Vertes J. The Efficacy of sensory integration therapy for children with learning disability. Journal Physical & Occupational Therapy in Pediatrics. 1990; 10,1-17.[Link] [DOI:10.1080/J006v10n03_01]
22. Harland A, Swarbrick C, Haines D. The impact of sensory integration groups on the participation of children and young people with learning disabilities: perceptions of therapists and teaching staff. Brighton Journal of Research in Health Sciences. 2017; 3(1): 1-10. [Link]
23. Rajabi Fard F, Esteki M, Poushneh K, Alizadeh M. Effectiveness of sensory learning programs in visual and perceptual skills of children with learning disabilities. International Journal of Psychology and Behavioral Research. 2014; 3،6, 517-525. [Link]
24. Mahvash VA, Parhoon K, Pooshaneh K. The Effectiveness of Sensory-Motor Integration on Balance and Reading Performance in Children with Dyslexia. RBS. 2016; 14 (2): 257-263. [Persian] [Link]
25. Polatajko HJ, Kaplan BJ, Wilson BN. Sensory integration treatment for children with learning disabilities: Its Status 20 Years Later. OTJR. 1992;12(6): 323-341. [Link] [DOI:10.1177/153944929201200601]
26. Farid F, Kamkary K, Safarinia M, Afroz S. The comparison of diagnostic validity of new version of tehran- stanford binet intelligence scales (TSB-5) and wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disability. Journal of Learning Disabilities, 2015; 4(2): 70-83. [Persian] [Link]
27. Sadeghi A, Rabiee M, Abedi MR. Validation and reliability of the wechsler intelligence scale for children-IV. Developmental Psychology: Iranian Psychologists. 2011; 7(28): 377-386. [Persian] [Link]
28. McKenna MC, Kear DJ. Measuring attitude toward reading: A new tool for teachers. Read Teach. 1990; 43(9): 626-639. [Link] [DOI:10.1598/RT.43.8.3]
29. Asghari Nekah SM, Saeedi Rezvani M, Azadfar N،,Baghgoli H. Elementary aschool students attitudes towar reading: Differences by gender، classification، economic، social and grade school libraries. School Libraries. 2009:429-444. [Persian] [Link]
30. Ghobari-Bonab B, Afrooz Gh, Hasanzadeh S,، Bakhshi J, Pirzadi H. The impact of teaching active metacognitive thinking-oriented strategies and self monitoring on realing comprehension of students with the reading difficulties. Journal of Learning Disabilities. 2012; 1(2): 77-97. [Persian] [Link]
31. Moradi A, Hosaini M, Kormi Nouri R, Hassani J, Parhoon H. Reliability and validity of reading and dyslexia test (NEMA). Advances in Cognitive Sciences. 2016; 18 (1) :22-34. [Persian] [Link]
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:

Karimi Lichahi R, Akbari B, Hoseinkhanzadeh A A, Asadi Majreh S. The Effect of a Multidimensional Intervention Program (Sensory-Motor Integration Training for Child and Parent) on Reading Attitudes and Performance of Students with Dyslexia. J Child Ment Health. 2021; 8 (2) :1-16
URL: http://childmentalhealth.ir/article-1-1127-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 8, Issue 2 (Vol8 No2 Summer 2021- 2021) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.04 seconds with 30 queries by YEKTAWEB 4463