Cognitive psychology and school learning
maryam Tazesh; Hamidreza Hassanabadi; Parvin Kadivar; Hadi Keramati
Abstract
The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the ...
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The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the Wechsler Intelligence Scale for Children - 4th Edition and the score obtained in Learning Disability Evaluation Scale - 4th Edition (LDES-4) and due to the inclusion and exclusion criteria. The instructional Intervention included 23 sessions. The data were visually and quantitative analyzed using R software. The visual analysis and non-overlap indices and size effects indicated a significant increase in the participants' reading comprehension compared with the baseline and a significant decrease in the return stage compare of with the intervention stage. It seems that the findings have promising contributions to curing learning disabilities by appealing to inferencing learning.
Sima Aghaei; Hamidreza Hassanabadi; valiollah farzad; Hadi Keramati
Abstract
The purpose of this study was to examine the efficacy of an integrated approach to automatization of multiplication facts in students with math learning disability. A single case multiple base line design was used for this study. Five students with math learning disability were selected using WISC-VIR, ...
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The purpose of this study was to examine the efficacy of an integrated approach to automatization of multiplication facts in students with math learning disability. A single case multiple base line design was used for this study. Five students with math learning disability were selected using WISC-VIR, Iran Key-Math and according to some exclusion - inclusion Criteria among students introduced to learning disabilities clinics in Karaj. The intervention including conceptual learning of multiplications facts and strategies using explicit instruction, and concrete-representational-abstract method, and automatization of learned facts using detect-practice-repair method was presented in 17 thirty-minute sessions. Data was gathered using a one-minute mad math fluency test. Gathered data was analyzed visually and quantitatively, using R software. Compared to baseline, non-overlap indices, visual analysis and effect size indices confirmed a significant increase in automatic retrieve of multiplication facts in all 5 participants. The findings of this study can help teachers and SLD therapists to build a good foundation for math proficiency in everybody who has math difficulty.
Mohammad Javad Yazdani; Hamidreza Hassanabadi; Parvin Kadivar; Mohamdhosein Abdollahi
Abstract
The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 ...
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The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 years (13.33 months) that received special education as learning disables in the centers of learning disabilities treatment of education organization. Utilizing a battery of paper and pencil and computerized tests and tasks, the researchers assessed participants individually during two sessions. Model- based data clustering revealed four distinct clusters of students that their statistical and empirical validity was confirmed: symbolic processing deficit (31.1 percent), visuo-spatial deficit (26.8 percent), executive functions and processing speed deficit (26.8 percent), non-symbolic processing deficit (12.2 percent). These results have implications for presenting positive definitions of mathematical learning disability and are able to motivate future researches for preparing interventions appropriate to each subgroups.
