User talk:Zeinab1766

A comparison of the self-concept and motivation of pupils with dyslexia and pupils without dyslexia in the elementary schools

Zeinab Mihandoost (Azad University of Ilam)

The purpose of this research is to compare self-concept and motivation in pupils with and without dyslexia. In this research to identify dyslexia pupils’ researcher employed Dyslexia Screening instrument and Reading Text. The population of the research included 138 dyslexic pupils studying in schools in Ilam, Iran. In these population researcher selected randomly 30 pupils for pilot study. The remaining 108 dyslexic pupils were selected as the sample size but 80 pupils with dyslexia participated in this research as the parents of the other and 28 parents’ of students with dyslexia did not permitted their children to participate. The researcher also selected 80 without dyslexia pupils who had been homogenized and compared using the self-concept and motivation scales. The reliability and validity of the scales were confirmed. The analysis demonstrates a significant difference among the pupils with and without dyslexia.

Reading Emotional discuss about three part of reading that's including reading attitude, reading self-concept and motivation toward reading.

The Survey of Correlate Causes of Learning Disabilities Prevalence among Elementary Students Zeinab Mihandoost

Abstract

This study aims to investigate the rate of learning disabilities prevalence and correlate causes among the elementary school students in Ilam, Iran. The research design of the current study was casual-comparative and the population of the study included the third, fourth and fifth graders of the elementary schools in Ilam, Iran. In this research, cluster sampling was employed which covered six hundred students from different classes chosen randomly from a population of clusters. The basis of this sample was the checklist approved by the school teachers on the children with learning disabilities Furthermore, the students’ notebooks on the dictation, composition and mathematics were also taken into consideration. The study population was randomly divided into two groups: one was a group with learning disabilities which included 36 participants and the other was a normal group with the same size of population. Both groups were asked to answer the Wisc, Wepman and Mariyan Framstick tests as well as tests on reading, writing and math. The method of data gathering was individual information that was collected by the researcher. The result of this study revealed that 11.40% of the students in third, fourth and fifth grades of elementary schools had learning disabilities. The correlate causes of learning disabilities indicated that the students had problems with memory retention, visual acuity, and hearing memory.

--Zeinab1766 (talk) 15:46, 9 May 2012 (UTC)

A Meta-Analysis Review: Reading Attitude in Students with Learning Disability Zeinab Mihandoost

ABSTRACT As researchs of measured reading attitude in learning disability students, techniques for systematically and quantitatively summarizing effects attitude studies in learning disability are needed. Meta-analyses of attitude findings are critical for evaluating the overall statistical and theoretical significance of attitude based on cumulative and systematically combined knowledge. However meta-analytic techniques for the combination of research findings supported on effect measures such as odds ratios and mean differences are well established. I conducted a systematic review and meta-analysis between 2000 and 2011. Standardized methods of searching were used. Combination effect sizes were determined using random effects models. Four researches were identified. Meta-analysis show that (odds ratio [OR]: 1.74; 95%, confidence interval [CI]: .1.38, 2.19) was statistically significant (ρ<.000). KEY WORDS: meta-analysis, Attitude, Learning disability, non learning disabilities, students, elementary schools.

--Zeinab1766 (talk) 15:57, 9 May 2012 (UTC)