Document Type : Original Article
Authors
1 M.A. of Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2 Associate Professor Department of Educational and Counseling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3 Associate Professor, Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
Abstract
Dyslexia is one of the neurodevelopmental disorders with interdisciplinary dimensions. The study aimed to evaluate the effectiveness of computer-based Linguistic Games on semantic and phonological awareness of students with dyslexia. The study adopted a quasi-experimental design using pretest-posttest and a control group. The population of the study included all male students in the second grade with dyslexia, who were studying in the centers of learning disabilities in Mashhad- Iran. The research sample consisted of 20 students selected via convenient sampling method. The participants in the experimental group received 10 sessions of 45 minutes for training through the CBLG while the participants in the control group received the conventional training of learning disabilities in the centers. Language Development Test (TOLD-P3) was used in the pre-test and post-test to assess the semantic and phonological awareness of the students. The results of covariance (ANCOVA) showed that there was a significant difference between the mean scores of phonological (P< 0.05) and semantic (p< 0.001) awareness of the experimental and control groups. According to the findings, it became clear that training using educational linguistic games software package was more effective than conventional methods concerning the performance of semantic and phonological awareness.
Keywords
Main Subjects
Aghaie, A., Tahaei, A. A., & Jarollahi, F. (2018). Development and evaluation of a computer-based auditory training program for rehabilitation of children with decoding deficit. Auditory and Vestibular Research, 27(3), 143-149. DOI:10.18502/avr.v27i3.56.
Alidoosti, F., Zafar Talai Khales, N., & Shojaeifar, Sh. (2021). Improving executive functions and reading performance of dyslexic children in the context of computer-assisted cognitive assignments. Journal of Exceptional Children, 20(4), 51-66. https://magiran.com/p2243588.
Alipour, F., Nejati, V., Dehrouyeh, Sh., Moradalian, F., & Bodaghi, E. (2020). Cognitive emotion regulation and behavioral problems in 7-12 years old children with specific learning (disorders reading, writing and mathematics deficits). Journal of Exceptional Children, 20(1), 87-98. https://magiran.com/p2142659.
Arjmandnia, A., & Maleki, S. (2018). Components of linguistics in learning disabilities focusing on reading disorder. Journal of Exceptional Education, 18(152), 35-42. https:// magiran.com/p1955416.
Asgharinekah, S. M., Kalani, S., & Ghanaye, A. (2013). Educational computer games with linguistic approach to intelligent schools for students with specific learning disorders. Special Education, 5(118), 36-48.
Bagherpur, M., & Ghajar,T. (2019). The effect of Electronic puzzle Games on improving reading performance of students with learning disorders. Journal of Exceptional Children, 19(3), 5-14. https://magiran.com/p2070103.
Bahadorikhosroshahi, J., Habibi-Kaleybar, R., Mesrabadi, J., & Vagef, L. (2022). The effectiveness of training self-monitoring of attention function and phonological awareness in Dyslexic students. Thinking and Children, 12(2). DOI: 10.30465/fabak.2022.7056.
Baranji, J., Ghaffari, O., & Beyrami, M. Taklavi, S.(2021). Recognizing and evaluating the effectiveness of cognitive rehabilitation on reading skills in students with learning disabilities. Iranian Journal of Political Sociology, 3(4), 1989-2004. https://magiran.com/p2379512.
Benway, N. R., Garcia, K., Hitchcock, E., McAllister, T., Leece, M. C., Wang, Q., & Preston, J. L. (2021). Associations between speech perception, vocabulary, and phonological awareness skill in school-aged children with speech sound disorders. Journal of Speech, Language, and Hearing Research, 64(2), 452-463. DOI: 10.1044/2020_JSLHR-20-00356.
Chen, P. Y., Hwang, G. J., Yeh, S. Y., Chen, Y. T., Chen, T. W., & Chien, C. H. (2021). Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review. Journal of Computers in Education, 1-22.
Cheng, C., Yao, Y., Wang, Z., & Zhao, J. (2021). Visual attention span and phonological skills in Chinese developmental dyslexia. Research in Developmental Disabilities, 116, 104015. DOI: 10.1016/j.ridd.2021.104015.
Council III, M. R., Gardner III, R., Cartledge, G., & Telesman, A. O. (2019). Improving reading within an urban elementary school: computerized intervention and paraprofessional factors. Preventing School Failure: Alternative Education for Children and Youth, 63(2), 162-174. DOI: 10.1080/1045988X.2018.1540392.
Dong, Y., Chow, B. W. Y., Wu, S. X. Y., Zhou, J. D., & Zhao, Y. M. (2021). Enhancing poor readers’ reading comprehension ability through word semantic knowledge training. Reading & Writing Quarterly, 37(4), 348-364. DOI:10.1080/10573569.2020.1820410.
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44. DOI: 10.1002/rrq.411.
Eskandari, Z., Bakhtiarpour, S., & Dasht Bozorgi, Z. (2021). Mediating role of depression associated with social competence, cognitive failures and academic performance in students with specific learning disability. International Journal of School Health, 8(3).
Fadaei, F., Kalantari Dehaghi, H., & Abdollahzadeh Rafi, M. (2022). The effect of computer-based method of “sequential display of letters” on quick naming, phonological awareness, accurate and fluid reading of dyslexic elementary students. Technology of Education Journal, 16(1), 59-70. https://magiran.com/p2378665.
Gharaibeh, M., & Dukmak, S. (2021). Effect of computer-based multisensory program on English reading skills of Students with Dyslexia and reading difficulties. Applied Neuropsychology: Child, 1-14. DOI: 10.1080/21622965.2021.1898395.
Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
Greenwood, P., Dudley, J., Hutton, J., DiFrancesco, M., Farah, R., & Horowitz-Kraus, T. (2021). Higher maternal education is related to negative functional connectivity between attention system networks and reading-related regions in children with reading difficulties compared to typical readers. Brain Research, 1766, 147-532. DOI:10.1016/j.brainres.2021.147532.
Hallahan, D. P., Lloyd, J., Kaufman, J. M., Weiss, M. P., & Martinez, E. (2011). Learning disorders (Translated by H. Alizadeh, Gh. Hemmati Alamdar, S. Rezaei Dehnavi, & S. Shojaei). Tehran: Arasbaran Publications. (Originally published 2005).
Hashemi, T., Bayrami, M., & Khosheghbal, M. (2019). Comparison of the effectiveness of cognitive rehabilitation focused on phonological awareness and cognitive rehabilitation focused on working memory in improving symptoms of dyslexia in primary school students. Journal of Learning Disabilities, 9(1), 137-157. https://magiran.com/p2063164.
Hassanzadeh, S., & Minayie, A. (2002). Adaptation and standardization of Test of Language Development (TOLD-P: 3) to Persian-speaking children in Tehran (Part I). Research in the Field of Exceptional Children, 1, 51-35.
Jamshidifarsani, H., Garbaya, S., Lim, T., Blazevic, P., & Ritchie, J. M. (2019). Technology-based reading intervention programs for elementary grades: An analytical review. Computers & Education, 128, 427-451. DOI: 10.1016/j.compedu.2018.10.003.
Juhani Lyytinen, H., Semrud-Clikeman, M., Li, H., Pugh, K., & Richardson, U. (2021). Supporting acquisition of spelling skills in different orthographies using an empirically validated digital learning environment. Frontiers in Psychology, 12, 675. DOI 10.3389/fpsyg.2021.566220.
Khazaei, F., Saeidi, Z., Khazaei, Omolnabi, A., & Yazdi, S.A. (2019). The comparison of special learning disorder in students with attention-deficit hyperactivity disorder and normal students. Rooyesh-e-Ravanshenasi, 8(1), 39-48. https://magiran.com/p1962145.
Lancaster, H. S., Li, J., & Gray, S. (2021). Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles. Journal of Research in Reading, 44(3), 715-734. DOI:10.1111/1467-9817.12368.
Latifi, A., &Yaghobi, A. (2019). The effect of phonological awareness skills instruction on reading speed and comprehension of second grade elementary dyslexic students. Journal of Educational Research, 14(2), 95-118. https://magiran.com/p2046530.
Lestari, A. W., & Thresia, F. (2021). The effect of computer assistant instruction (CAI) on advanced reading. Intensive Journal, 4(1), 27-36.
Marnat, G. G. (2000). Handbook of psychological assessment (H. Pasha Sharifi & M. Nikkhooi, Trans.). Tehran: Roshd.
Milankov, V., Golubović, S., Krstić, T., & Golubović, Š. (2021). Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography. International Journal of Environmental Research and Public Health, 18(10), 40-54. DOI: 10.3390/ijerph18105440.
Montgomery, J. W., Gillam, R. B., & Evans, J. L. (2021). A new memory perspective on the sentence comprehension deficits of school-age children with developmental language disorder: Implications for theory, assessment, and intervention. Language, Speech, and Hearing Services in Schools, 52(2), 449-466. DOi:10.1044/2021_LSHSS-20-00128.
Naji, E., Shokoohi Yekta, M., Hasanzadeh, S., Hejazi, J., & Ejei, E. (2020). The effectiveness of phoneme-based working memory education on improving the ability of reading in dyslexic students. Journal of Psychology, 24(3), 299-316. https://magiran.com/p2176910.
Omidvar, A. (2011). Special failures in learning. Tehran: Sokhangostar Publications.
Ouherrou, N., Elhammoumi, O., Benmarrakchi, F., & El Kafi, J. (2019). Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment. Education and Information Technologies, 24(2), 1777-1792.
Ranjbar, M., Basharpoor, S., Sobhi Gharamaleki, N., & Narimani, M. (2020). Comparing the effectiveness of computerized cognitive rehabilitation and neuro-psychological exercises on improving reading speed, accuracy and comprehension in Students with Dyslexia. Razi Journal of Medical Sciences, 26(189), 91-102. https://magiran.com/p2129964.
Rajabiyan, M., Dortaj, F., Esmaeili, G., & Pourrostaei, S. (2020). The effect of computer-based educational simulation on problem-solving skills and cognitive ability of students. Educational Psychology, 16(57), 221-249. https://magiran.com/p2288783.
Rezaei, S., & Sharifi, S. (2020). A Comparison of the effectiveness of two training methods of emotional regulation skills and working memory exercises on reading performance of students with reading disabilities. Rooyesh-e-Ravanshenasi, 9(3), 33-40.
Sadeghi, A., Niyazi, M. P., Tadi, P., Mohammadi, R., Saeidi, A., & Everatt, J. (2022). Dyslexia in Iran: Provisions, Practices and Beliefs in a Relatively Transparent Orthography. In The Routledge International Handbook of Dyslexia in Education (pp. 143-151). Routledge.
Shahim, S. (1994). Using the Wechsler Intelligence Scale for children in Iran. Journal of Psychological Research, 1(3 & 4), 5- 15.
Sinha, N. (2022). Measuring the reading-attention relationship: Functional differences in working memory activity during single word decoding in children with and without reading disorder.
Sleeman, M. D. (2021). The identification and classification of reading disorders based on the simple view of reading. DOI:10.26021/12152.
Snowling, M.J., & Hulme, Ch. (2011). The nature and classification of reading disorders: A commentary on proposals for DSM-5. Annual Research Review. https://doi.org/10.1111/j.1469-7610.2011.02495.x.
Talebi Tadi,V., & Aghaei, A. (2021). Comparison of relationship between the working memory and false memory in dyslexia and normal students. Journal of Exceptional Children, 21(1).
Vender, M., & Melloni, C. (2021). Phonological awareness across child populations: How bilingualism and dyslexia interact. Languages, 6(1), 39. DOI: 10.3390/languages6010039.
Vernet, M., Bellocchi, S., Leibnitz, L., Chaix, Y., & Ducrot, S. (2021). Predicting future poor readers from pre-reading visual skills: A longitudinal study. Applied Neuropsychology: Child, 1-15. DOI:10.1080/21622965.2021.1895790.
Zijlstra, H., Van Bergen, E., Regtvoort, A., De Jong, P. F., & Van Der Leij, A. (2021). Prevention of reading difficulties in children with and without familial risk: Short-and long-term effects of an early intervention. Journal of Educational Psychology, 113(2). DOI: 10.1037/edu0000489.
)