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year 12, Issue 11 (Winter 2024 2024)
Rooyesh 2024, 12(11): 97-108 |
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Shafigh S, Bigdeli H, Khoyeeni F. (2024). The effect of modeling reading and attention on reading learning disorder mediated by classroom perception in students. Rooyesh. 12(11), 97-108.
URL: http://frooyesh.ir/article-1-4956-en.html
URL: http://frooyesh.ir/article-1-4956-en.html
1- PhD student of Educational Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Psychology, East Tehran Branch, Islamic Azad University, Tehran, Iran. ,hobigdeli@yahoo.com
3- Assistant Professor, Department of Psychology, Firuzkouh Branch, Islamic Azad University, Firuzkouh, Iran.
2- Assistant Professor, Department of Psychology, East Tehran Branch, Islamic Azad University, Tehran, Iran. ,
3- Assistant Professor, Department of Psychology, Firuzkouh Branch, Islamic Azad University, Firuzkouh, Iran.
Abstract: (450 Views)
The purpose of this study was to investigate the effect of modeling reading and attention on reading learning disorders mediated by classroom perception in students. The descriptive-correlation research method was structural equation modeling. A total of 258 students with reading learning disabilities in District 2 of Tehran in 2021-2022 education who were at risk of dyslexia and dyslexia syndrome checklist, were selected as the sample by available sampling method. Data were collected using the Attention Retention Test: Continuous Performance Test (CPT, Rosvold et al., 1956) and Children's Working Memory Test (WMT, Wechsler, 2003), Perception of Classroom Questionnaire (PCQ, Fraser et al., 1996) and Reading Learning Disorder Inventory (RLDI, Salimi Teimouri's, 2007). Data analysis was done using structural equations. The goodness-of-fit indices indicated a relatively good fit of the model with the data. The results showed that working memory and attention were negatively and significantly associated with learning disabilities in children (p<0.01). Also, there was a negative and significant effect between the perception of class on reading learning disorder (p<0.01). The results of indirect pathways also showed that working memory and attention through the perception of class have a significant negative effect on reading learning disorder (p<0.01). Based on the findings of the study, it can be concluded that working memory and attention are effective factors in reading disorders. Therefore, to improve children's reading performance, the level of working memory and attention in students should be strengthened.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2023/11/11 | Accepted: 2023/12/28 | ePublished: 2024/01/30
Received: 2023/11/11 | Accepted: 2023/12/28 | ePublished: 2024/01/30
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