Rayhane Ghorbanpour, Majid Pakdaman, Hossin Kareshki,
Volume 11, Issue 2 (9-2023)
Abstract
Abstract:
The present study was conducted with the aim of evaluating the effectiveness of the educational package of basic psychological processes on improving the processing speed and mathematical progress of elementary school students with learning disabilities in mathematics. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all female students with second grade math disorder who have referred to Tolu Qain Special Learning Difficulties Training Center in the academic year of 1400-1399, the total number of these students was 20, which is a sample They were randomly placed in two experimental and control groups. Prepare worksheets in 20 different areas of psychological processes and the experimental group was trained for 20 sessions of 45 minutes, while the control group did not receive any training. To collect data, the processing speed subscale of the fourth edition of the Wechsler Intelligence Scale for children (Wechsler, 2003), the Iran KIMAT math test, and two tests developed by the researcher of the Mathematical Progress (Qorbanpour, 2019) were used. Data were analyzed using multivariate analysis of covariance. The obtained results showed a significant difference between the two experimental and control groups in the post-test. This means that education has been effective in improving the processing speed and math progress of students with math disorders. Based on the obtained results, paying attention to the educational strategies of basic psychological processes can lead to promising results in the education and rehabilitation of students with learning disabilities, and it can be used as an effective intervention method.
Bahare Mohammadi, Yasaman Hashemi, Fateme Jahangirian, Atefeh Batwani,
Volume 12, Issue 4 (3-2025)
Abstract
The present study aimed to compare cognitive subscales—fluid reasoning, working memory, and visual-spatial processing—among students with reading and mathematics learning disabilities, with an emphasis on a cognitive perspective. This causal-comparative study initially involved a sample of 90 students (30 with reading disability, 30 with mathematics disability, and 30 typically developing students as the control group), selected through convenience sampling from counseling centers and psychological clinics in Tehran. After excluding 12 cases with incomplete data, the final analysis was conducted on 78 students. To assess cognitive components, the Stanford–Binet Intelligence Scales, Fifth Edition (SB5) was used. Data were analyzed using multivariate analysis of variance (MANOVA) and Tukey’s post hoc tests. The findings revealed that students with learning disabilities performed significantly lower than the control group in the subscales of fluid reasoning, working memory, and visual-spatial processing (p < 0.05), while no significant differences were found between the reading and math disability groups. These results suggest that deficits in the assessed cognitive subscales are present in both types of learning disabilities and may contribute to academic underachievement. Overall, the findings highlight the importance of SB5 cognitive subscales in explaining learning difficulties and underscore the need for cognitive-based interventions aimed at strengthening these components to improve academic performance and reduce symptoms in students with reading and math learning disabilities.
