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Volume 23, Issue 134 (4-2024)
Journal of Psychological Science 2024, 23(134): 17-36 |
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Maleki S, Hassanzadeh S, Rostami R, Pourkarimi J. (2024). Design and effectiveness of a reading skills enhancement program based on executive functions, specifically for students with comorbid dyslexia and ADHD. Journal of Psychological Science. 23(134), 17-36. doi:10.52547/JPS.23.134.267
URL: http://psychologicalscience.ir/article-1-2186-en.html
URL: http://psychologicalscience.ir/article-1-2186-en.html
Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran , shasanz@ut.ac.ir
Abstract: (1077 Views)
Background: Due to the one-dimensionality of the existing protocols about the executive function devising task-oriented and diverse interventions grounded in executive functions and evaluating their effectiveness on the reading skills of students with attention-deficit reading disabilities is of paramount importance.
Aims: This study aims to design and assess the effectiveness of a program aimed at improving reading skills, specifically focusing on executive functions, for students afflicted with attention-deficit reading disabilities.
Methods: This research employs a mixed-methods approach, combining qualitative and quantitative elements. In the qualitative phase, a therapeutic intervention designed to enhance reading proficiency was developed based on a systematic review of relevant studies, with input from a panel of nine experts to ensure its validity. The subsequent quantitative phase involves a quasi-experimental design, including pre-test, post-test, and follow-up measurements with a control group. The study population consists of second and third-grade students with reading disabilities in Tehran who sought assistance from learning disability centers. Using voluntary sampling, 55 students were initially selected, and ultimately, 24 students (12 in each group) were randomly assigned based on stringent entry and exit criteria. The research instruments utilized include the Wechsler Intelligence Scale for Children, Fifth Edition, the SNSP-IV grading scale, and the reading assessment. Data analysis was conducted using repeated measures analysis of variance (ANOVA) in SPSS 25 software.
Results: The mean scores on the reading assessment within the experimental group exhibited a statistically significant difference between the pre-test and post-test phases (p< 0.01). However, no significant difference was observed between the post-test and follow-up phases (p> 0.05).
Conclusion: Based on the findings, it is evident that the developed program can effectively enhance the reading proficiency of students grappling with attention-deficit reading disabilities.
Aims: This study aims to design and assess the effectiveness of a program aimed at improving reading skills, specifically focusing on executive functions, for students afflicted with attention-deficit reading disabilities.
Methods: This research employs a mixed-methods approach, combining qualitative and quantitative elements. In the qualitative phase, a therapeutic intervention designed to enhance reading proficiency was developed based on a systematic review of relevant studies, with input from a panel of nine experts to ensure its validity. The subsequent quantitative phase involves a quasi-experimental design, including pre-test, post-test, and follow-up measurements with a control group. The study population consists of second and third-grade students with reading disabilities in Tehran who sought assistance from learning disability centers. Using voluntary sampling, 55 students were initially selected, and ultimately, 24 students (12 in each group) were randomly assigned based on stringent entry and exit criteria. The research instruments utilized include the Wechsler Intelligence Scale for Children, Fifth Edition, the SNSP-IV grading scale, and the reading assessment. Data analysis was conducted using repeated measures analysis of variance (ANOVA) in SPSS 25 software.
Results: The mean scores on the reading assessment within the experimental group exhibited a statistically significant difference between the pre-test and post-test phases (p< 0.01). However, no significant difference was observed between the post-test and follow-up phases (p> 0.05).
Conclusion: Based on the findings, it is evident that the developed program can effectively enhance the reading proficiency of students grappling with attention-deficit reading disabilities.
Keywords: students with attention-deficit reading disabilities, executive functions, reading proficiency, reading disabilities, task-oriented intervention
Type of Study: Applicable |
Subject:
Special
Received: 2023/09/29 | Accepted: 2023/12/1 | Published: 2024/03/27
Received: 2023/09/29 | Accepted: 2023/12/1 | Published: 2024/03/27
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)