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Seyed Amir Amin Yazdi, Professor, Department Faculty of Educational Sciences and Psychology, Ferdowsi University, Mashhad, iran , yazdi@um.ac.ir
Abstract: (36 Views)
Background: Reading disorder, as one of the most common learning disabilities, has significant impacts on students' academic and psychosocial functioning. Although various interventions, such as executive function enhancement programs and family-centered approaches, have been designed to address this disorder, the comparison of the effectiveness of these two approaches has received less attention.
Aims: The aim of the present study was to compare the effectiveness of the executive function enhancement approach with the family-centered program in students with reading disorders.
Methods: The current research employed a quasi-experimental design with pre-test, post-test, and a three-month follow-up, including a control group. The statistical population consisted of all third, fourth, fifth, and sixth-grade elementary students with reading disorders in the academic year 2020-2021 in Tehran, who had been referred to or visited learning disability centers, counseling centers, or welfare organizations. Among them, 45 individuals were selected using convenience sampling and assigned to two experimental groups and one control group (15 participants in each group). The data collection tool was the Dyslexia Test (Karami et al., 2005). Data were analyzed using repeated measures ANOVA in SPSS version 25.
Results: The findings indicated that the family-centered experimental group, compared to the executive function enhancement group and the control group, showed a significant reduction in all reading components during the post-test and follow-up phases (P< 0.05), indicating an improvement in the students' dyslexia.
Conclusion: The results of this study demonstrate that the family-centered program, compared to the executive function enhancement approach and the control group, had a more significant and lasting impact on improving all reading components in students with dyslexia. These findings suggest that active family involvement and creating a supportive home environment can effectively reduce reading difficulties and enhance the academic performance of these students.
Aims: The aim of the present study was to compare the effectiveness of the executive function enhancement approach with the family-centered program in students with reading disorders.
Methods: The current research employed a quasi-experimental design with pre-test, post-test, and a three-month follow-up, including a control group. The statistical population consisted of all third, fourth, fifth, and sixth-grade elementary students with reading disorders in the academic year 2020-2021 in Tehran, who had been referred to or visited learning disability centers, counseling centers, or welfare organizations. Among them, 45 individuals were selected using convenience sampling and assigned to two experimental groups and one control group (15 participants in each group). The data collection tool was the Dyslexia Test (Karami et al., 2005). Data were analyzed using repeated measures ANOVA in SPSS version 25.
Results: The findings indicated that the family-centered experimental group, compared to the executive function enhancement group and the control group, showed a significant reduction in all reading components during the post-test and follow-up phases (P< 0.05), indicating an improvement in the students' dyslexia.
Conclusion: The results of this study demonstrate that the family-centered program, compared to the executive function enhancement approach and the control group, had a more significant and lasting impact on improving all reading components in students with dyslexia. These findings suggest that active family involvement and creating a supportive home environment can effectively reduce reading difficulties and enhance the academic performance of these students.
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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)