[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
Browse by Authors
Browse by Keywords
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 10, Issue 3 (Vol10 No3 Fall 2023- 2023) ::
J Child Ment Health 2023, 10(3): 114-132 Back to browse issues page
Investigating the Effectiveness of linguistic Play based on Phonological Skills on Improvement of Reading Skills of Orphans and Vulnerable Children with Specific Reading Disorder
Seyed Mohsen AsghariNekah *1 , Mahsa Samiefard2 , Kolsom Isari2
1- Department of Educational and Counseling Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
2- Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
Abstract:   (1228 Views)
Background and Purpose: From a linguistic perspective, reading is a written receptive language that has two components: Decoding and Comprehension. Orphans and Vulnerable Children are at risk of reading disorders due to poor linguistic deprivation and exposure to low-stimulation environments. So, the purpose of this study was to evaluate the effectiveness of linguistic Play based on phonological skills enrichment on reading skills of orphans and vulnerable children with Specific Reading Disorder.
Method: Two boy students with a specific reading disorder, in the first and second grade of elementary school from Sixth District in Mashhad Department of Education, were selected. The research method was a single subject with baseline/intervention/follow-up. To diagnose the Specific Reading Disorder (SLD), the Nilipour and Sima-Shirazi Diagnostic Reading Test along with a clinical-educational examination were done. To examine the normal IQ, the Revised Wechsler Intelligence Scale for Children-Revised (WISC-R) was used. In conditions of intervention, the subjects were trained in 10 sessions for 60 minutes.
Results: The results showed that linguistic play therapy based on the enrichment of phonological skills had a positive impact in improving the reading skills of subjects and this learning has remained stable over time.
Conclusion: According to the findings of this study, linguistic play therapy based on enriching phonological skills increases reading skills by reducing the reading errors of Orphans and Vulnerable Students.
Article number: 8
Keywords: Specific reading disorder, play therapy, linguistic games, phonological skills
Full-Text [PDF 1424 kb]   (496 Downloads)    
Type of Study: Research | Subject: Special
Received: 2023/03/1 | Accepted: 2023/12/22 | Published: 2023/12/23
References
1. Snow PC, "SOLAR": The science of Language and Reading. Child Language Teaching and Therapy. 2021 Oct; 37(3):222-33. https://doi.org/10.1177/0265659020947817 [DOI:10.1177/0265659020947817 [Link]]
2. Johnson AP. Designing meaning-based interventions for struggling readers. Guilford Publications; 2021 Jan 26. [Link]
3. Narimani, M., Nori, R., Abolghasemi, A. Comparison of the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of dyslexia students. Journal of Learning Disabilities, 2015; 4(3): 104-120. [Persian] [Link]
4. Ahadi, H. (2021). 'The relationship between reading skills and syntactic and lexical abilities in dyslexic and normal Persian-speaking children', ZABANPAZHUHI (Journal of Language Research), 13(39), pp. 9-32. https://doi: 10.22051/jlr.2020.29435.1817 [Persian] [Link]
5. Araújo S, Bramão I, Faísca L, Petersson KM, Reis A. Electrophysiological correlates of impaired reading in dyslexic pre-adolescent children. Brain and Cognition. 2012 Jul 1 [DOI:10.1016/j.bandc.2012.02.010]
6. 79(2):79-88. https://doi.org/10.17992/lbl.2012.02.411 [DOI:10.1016/j.bandc. 2012. 02.010 [Link]]
7. Halliday AC. Strengthening phonological processing and working memory to support early reading acquisition. St. John's University (New York); 2022. [Link]
8. Soleimani Z, Mahmoudi Bakhtiari B, Jalaei S. Relationship of phonological awareness and dictation score in second grade primary school children. Advances in Cognitive Science. 2008 Apr 10; 10(1):21. [Persian] [Link]
9. Asgharinekah SM, Kalani S, Ghanaee Chaman Abad A. An introduction to designing educational-computer games with the linguistics approach in the area of disorders especially in learning. J Except Educ. 2013; 118(5):36-48. [Persian] [Link]
10. Pirzadi H, Ghobari-Bonab B, Shokoohi-Yekta M, Yaryari F, Hasanzadeh S, Sharifi A. The impact of teaching phonemic awareness by means of direct instruction on reading achievement of students with reading disorder. Aud Vestib Res. 2012 Mar 10; 2(1):83-93. [Persian] [Link]
11. Ziatabar Ahmadi SZ, Arani Kashani Z, Mahmoudi Bakhtiyari B, Keyhani MR. The development and evaluation of Persian rhyme awareness tasks for normal 5-6 year-old Persian-speaking children. Audiol. 2010 Jun 10; 19(2):47-56. [Persian] [Link]
12. Uittert AV, Verhoeven L, Segers E. Responsiveness to a game‐based intervention to enhance reading efficiency in first graders. J Comput Assist Learn. 2022 Feb; 38(1):178-91. https://doi.org/10.1111/jcal.12599 [DOI:10.1111/jcal.12599 [Link]]
13. American Psychiatric Association DS, American Psychiatric Association. Diagnostic and statistical manual of mental disorders: DSM-5. Washington, DC: American psychiatric association; 2013 May 22. [Link] [DOI:10.1176/appi.books.9780890425596]
14. Hosseini lor F, Pouretemad H, Heidari M. Comparison of phonological abilities in two subgroups with either perceptual or linguistic dyslexia. Advances in Cognitive Sciences 2005; 7(3):25-35. [Persian] [Link]
15. Ahmad Panah M, Pakadannaya P. Dyslexia: A review study on recent researches. JOEC. 2007 Dec 10; 7(3):337-52. [DOI:20.1001.1.16826612.1386.7.3.6.0 [Persian] [Link]]
16. Hashemi T, Bayrami M, Esmaeilpour K, Nemati Sogolitappeh F, Khosheghbal M. Comparison of the effectiveness of cognitive rehabilitation focused on phonological awareness and cognitive rehabilitation focused on working memory in improving symptoms of dyslexia in primary school students. Journal of Learning Disabilities. 2019 Nov 22; 9(1):138-57. [DOI:10. 22098/jld.2019.837 [Persian] [Link]]
17. Asgharinekah S M. Designing a structured linguistic play therapy program for reading disorder: Basics and Strategies. J Except Educ. 2022 May 22. 22(168):69-82. [Persian] [Link]
18. Bahadorikhosroshahi J, Habibi-Kaleybar R, Mesrabadi J, Vagef L. The effectiveness of teaching self-monitoring strategies of attention on phonological awareness and attention functions in dyslexic students. Thinking and Children. 2022 Feb 20; 12(2):29-53. [DOI:10. 30465/FABAK.2022.7056 [Persian] [Link]]
19. Mikaeli F, Farahani MN. A study on phonological processing model for reading in dyslexic boys students. JOEC. 2006 Feb 10; 5(4):379-416. [Link]
20. Pfost M, Blatter K, Artelt C, Stanat P, Schneider W. Effects of training phonological awareness on children's reading skills. Journal of Applied Developmental Psychology. 2019 Nov 1; 65:101067. https://doi.org/10.1016/j.appdev.2019.101067 [DOI:10.1016/j.appdev.2019.101067 [Link]]
21. Momeni MS, Zargham-Hajebi M, Monirpoor N. Predicting working memory (visual-spatial) based on selective attention and phonological awareness in 8-12 year old male students with dyslexia in 5th discrete of Tehran, Iran. J Res Rehabil Sci. 2020 Apr 1; 16(1):295-302. [DOI:10.22122/jrrs.v16i0.3630 [Persian] [Link]]
22. Khodadoust M, Mohamadi R, Janani L, Javadi Z, Sadeghi A. The effect of phonological awareness on rapid automatized naming. Med J Islam Repub Iran. 2019; 33:32. https://doi.org/10.47176/mjiri.33.32 [DOI:10.34171/mjiri.33.32 [Link]]
23. Papadopoulos TC, Spanoudis G, Ktisti C, Fella A. Precocious readers: a cognitive or a linguistic advantage? Eur J Psychol Educ. 2021 Mar; 36:63-90. [Link] [DOI:10.1007/s10212-020-00470-9]
24. Soleimani Z. Phonological Awareness and Effect of Reading in 5.5 and 6.5 Years Old Persian Children. Jrehab 2000; 1 (2):27-35. URL: http://rehabilitationj.uswr.ac.i r/article-1-513-en.html. [Persian] [Link]
25. Karimi Lichahi R, Azarian A, Akbari B. The effectiveness of play therapy on reading performance, adaptive skills and behavioral problems in students with dyslexia. J Child Ment Health. 2019 Nov 10; 6(3):200-14. [Persian] https://doi.org/ 10. 29252/ jcmh.6.3.18 [Link] https://doi.org/10.29252/jcmh.6.3.18 [DOI:10. 29252/ jcmh.6.3.18 [Link]]
26. Moshkani M, Nuori E, Lotfi M, Ebadinya G. Effect of Phonological Awareness on Improving Reading and Self-esteem of Students with Dyslexia. J Child Ment Health. 2017; 4 (3):107-118. [Persian] [Link]
27. Rajabpour Azizi Z, Akhavan Tafti M, Mohsenpour M. Dyslexia and the Visual- Spatial Talents: A Critical Review of New Difference- Oriented Research. J Child Ment Health 2021; 7 (4):197-214. [Persian]. [Link] [DOI:10.52547/jcmh.7.4.13]
28. Van De Voorde S, Roeyers H, Verté S, Wiersema JR. The influence of working memory load on response inhibition in children with attention-deficit/hyperactivity disorder or reading disorder. Journal of Clinical and Experimental Neuropsychology. 2011 Aug 1; 33(7):753-64. https://doi. org/10.1080/13803395.2011.554385 [Link] [DOI:10.1080/13803395.2011.554385]
29. Gillon GT. Follow‐up study investigating the benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language & Communication Disorders. 2002 Oct 12; 37(4):381-400. https://doi.org/10.1080/1368282021000007776 [DOI:10.1080/1368282021000007 776 [Link]]
30. Karami J, Abbasi Z, Zakei A. The effect of phonological awareness training on speed, accuracy and comprehension of students with dyslexia. Journal of Learning Disabilities. 2013 Mar 21; 2(3):38-53. [DOI:JLD-2-3-92-2-3 [Link]]
31. Sadeghi, A., Rabiee, M., Abedi, M. R. Validation and reliability of the wechsler intelligence scale for children-IV. , 2011; 7(28): 377-386. [Persian].[Link]
32. Sima-Shirazi T, Nili-Pour R. Developing and Standardization of a Diagnostic Reading Test. jrehab 2004; 5 (1 and 2):7-11. [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:
AsghariNekah S M, Samiefard M, Isari K. Investigating the Effectiveness of linguistic Play based on Phonological Skills on Improvement of Reading Skills of Orphans and Vulnerable Children with Specific Reading Disorder. J Child Ment Health 2023; 10 (3) : 8
URL: http://childmentalhealth.ir/article-1-1343-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 10, Issue 3 (Vol10 No3 Fall 2023- 2023) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.07 seconds with 43 queries by YEKTAWEB 4704