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:: Volume 5, Issue 2 (winter 2019) ::
JPEN 2019, 5(2): 29-36 Back to browse issues page
Effect of working memory-based cognitive interventions on improving reading performance in students with specific learning disability in reading
Rahim Badri gargari , Delaram Mohamadi
Young Researchers and Elite Club, Tabriz Branch, Islamic Azad university, Tabriz, Iran , delarammohamadi23@gmail.com
Abstract:   (120 Views)
Introduction: Nowadays The reading difficulties are the most common problem in students with learning disabilities. And due to the effect of memory in these types of problems, this study aimed to investigate the effect of working memory-based cognitive intervention on improving reading performance in students with specific learning disability in reading.
Method: The method was the quasi-experimental research design with pre-test, post-test and a control group. The population was students in fourth and fifth grade from region 2 of Tabriz who were studying in the 95-94 school year. 30 subjects were chosen based on availability, and they were replaced randomly in both experimental and control groups of 15 persons. Tools of this research were Raven’s Color Matrix, test of reading disorders and working memory improvement package.
Results: The results of the multivariate data analysis showed that working memory training has a positive impact on improving students' reading performance with reading difficulties, and it makes improvement in word recognition and comprehension components
Conclusion: Based on these findings it can be concluded that working memory-based interventions for students with reading difficulties is an effective way to improve their reading performance.
Keywords: Cognitive interventions, working memory, specific learning disability, Dyslexia
Full-Text [PDF 726 kb]   (62 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/02/2 | Accepted: 2017/11/25 | Published: 2018/12/22
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badri gargari R, mohamadi D. Effect of working memory-based cognitive interventions on improving reading performance in students with specific learning disability in reading. JPEN. 2019; 5 (2) :29-36
URL: http://jpen.ir/article-1-234-en.html


Volume 5, Issue 2 (winter 2019) Back to browse issues page
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