Psychology
Zahra Ghasemzadeh; Hosein Bigdeli; Mohammad Bagher Hobbi
Abstract
Purpose: The present study was conducted with the aim of determining the difference in the effectiveness of perceptual-motor training and working memory on listening processing and reading comprehension in children with learning disabilities.
Methodology: The present research method is semi-experimental ...
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Purpose: The present study was conducted with the aim of determining the difference in the effectiveness of perceptual-motor training and working memory on listening processing and reading comprehension in children with learning disabilities.
Methodology: The present research method is semi-experimental and the design used in this research (two-group pre-test-post-test design) is two experimental groups. The statistical population of this research included all fifth and sixth grade children with learning disabilities who referred to counseling centers in 2022. 30 children with learning disabilities who met the criteria for entering the research were selected by available sampling method and were equally and randomly divided into two experimental groups and one control group. The first experimental group underwent active memory training including 16 training sessions and the second experimental group underwent perceptual-motor training in 16 sessions and the control group remained waiting without any intervention during this period. The research tools include Fisher's list of hearing problems and Cloze's test. The data analysis of this research was done in two descriptive and inferential parts (covariance analysis) using SPSS-23 software.
Findings: The results showed that both perceptual-motor training and active memory interventions are effective on auditory processing and reading comprehension in children with learning disabilities, and there is a significant difference between the effectiveness of these two treatments in the components of discrimination and auditory acuity. Based on this, it can be said that the rate of increase in the perceptual-motor training group in the components of discrimination and listening acuity was higher than that of the working memory training group. Also, the results indicated that there is no significant difference between the components of auditory processing and reading comprehension in the post-test stage compared to the follow-up stage, which means that the effectiveness of these two treatments in the follow-up stage has been permanent.
Conclusion: perceptual-motor training and active memory played a significant role on auditory processing and reading comprehension in children with learning disabilities and led to improvement in these children.
