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Volume 24, Issue 151 (9-2025)
Journal of Psychological Science 2025, 24(151): 133-150 |
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zare M, ghasemi M, salehi M. (2025). Comparison of the efficacy of phonological awareness-based intervention and Neimannics on executive functions and problem-solving skills in students with specific learning disorders. Journal of Psychological Science. 24(151), 133-150.
URL: http://psychologicalscience.ir/article-1-2804-en.html
URL: http://psychologicalscience.ir/article-1-2804-en.html
Islamic Azad University, Central Tehran Branch , ghassemi64@yahoo.com
Abstract: (1467 Views)
Background: Executive functions and problem-solving skills play a key role in the academic performance of students with specific learning disorders. Previous studies have shown that interventions based on phonological awareness and cognitive-behavioral methods such as Neimannics can help improve these abilities. However, a systematic comparison of the effectiveness of these two types of interventions among this specific group of students has not yet been conducted.
Aims: The aim of the present study was to compare the effectiveness of phonological awareness-based intervention and Neimannics on executive functions and problem-solving skills in students with specific learning disorders.
Methods: The current study employed a quasi-experimental pretest-posttest design with a control group and a two-month follow-up. The statistical population included all students with specific learning disorders in Tehran in 2023. A total of 60 participants were selected using purposive sampling and randomly assigned to three groups: 20 in the first experimental group (phonological awareness-based intervention), 20 in the second experimental group (Neimannics-based intervention), and 20 in the control group. Data collection tools consisted of the Children and Adolescents' Deficits in Executive Functioning Questionnaire (Barclay, 2012) and the Problem-Solving Inventory (Cassidy & Long, 1996). The first experimental group received 13 one-hour sessions of phonological awareness-based intervention, while the second experimental group participated in 12 one-hour sessions of Neimannics-based intervention. Multivariate analysis of variance (MANOVA) was used to analyze the data using SPSS version 27.
Results: The results indicated a significant difference between the impact of phonological awareness-based intervention and Neimannics intervention on executive functions and constructive problem-solving strategies, as well as non-constructive or incompatible problem-solving strategies (p< 0.05). The Neimannics intervention showed greater effectiveness on the aforementioned variables compared to the phonological awareness-based intervention (p< 0.05).
Conclusion: Using these methods as therapeutic strategies can contribute to improving the academic performance of these students. Future research is recommended to investigate the long-term effects of these interventions and explore the potential benefits of combining them.
Aims: The aim of the present study was to compare the effectiveness of phonological awareness-based intervention and Neimannics on executive functions and problem-solving skills in students with specific learning disorders.
Methods: The current study employed a quasi-experimental pretest-posttest design with a control group and a two-month follow-up. The statistical population included all students with specific learning disorders in Tehran in 2023. A total of 60 participants were selected using purposive sampling and randomly assigned to three groups: 20 in the first experimental group (phonological awareness-based intervention), 20 in the second experimental group (Neimannics-based intervention), and 20 in the control group. Data collection tools consisted of the Children and Adolescents' Deficits in Executive Functioning Questionnaire (Barclay, 2012) and the Problem-Solving Inventory (Cassidy & Long, 1996). The first experimental group received 13 one-hour sessions of phonological awareness-based intervention, while the second experimental group participated in 12 one-hour sessions of Neimannics-based intervention. Multivariate analysis of variance (MANOVA) was used to analyze the data using SPSS version 27.
Results: The results indicated a significant difference between the impact of phonological awareness-based intervention and Neimannics intervention on executive functions and constructive problem-solving strategies, as well as non-constructive or incompatible problem-solving strategies (p< 0.05). The Neimannics intervention showed greater effectiveness on the aforementioned variables compared to the phonological awareness-based intervention (p< 0.05).
Conclusion: Using these methods as therapeutic strategies can contribute to improving the academic performance of these students. Future research is recommended to investigate the long-term effects of these interventions and explore the potential benefits of combining them.
Keywords: Phonological awareness training, Nemanix training, executive functions, problem solving, learning disorder
Type of Study: Research |
Subject:
Special
Received: 2025/01/26 | Accepted: 2025/03/30 | Published: 2025/09/19
Received: 2025/01/26 | Accepted: 2025/03/30 | Published: 2025/09/19
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)