Volume 9, Issue 4 (Shenakht Journal of Psychology and Psychiatry 2022)
Shenakht Journal of Psychology and Psychiatry 2022, 9(4): 110-123 |
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Esmaeili Anvar S, Ghorban Jahromi R, Rafieipur A, Sabet M. Effectiveness of educational package based on lateral dominance in visual recognition, visual memory and visual completion of 7-12-year-old children with learning disorders. Shenakht Journal of Psychology and Psychiatry 2022; 9 (4) :110-123
URL: http://shenakht.muk.ac.ir/article-1-1430-en.html
URL: http://shenakht.muk.ac.ir/article-1-1430-en.html
1- PhD Student, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Assistant Professor, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran , Rrghorban@gmail.com
3- Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran
4- Assistant Professor, Department of Psychology, Roodehen Branch, Islamic Azad University, Rudehen, Iran
2- Assistant Professor, Department of Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran , Rrghorban@gmail.com
3- Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran
4- Assistant Professor, Department of Psychology, Roodehen Branch, Islamic Azad University, Rudehen, Iran
Abstract: (1241 Views)
Introduction: Weakness in visual perception is one of the cases noticed in children with learning disorders, and strengthening this weakness improves their academic performance.
Aim: The present study was conducted to determine the effectiveness of the educational package based on lateral dominance in visual recognition, visual memory and visual completion of 7-12-year-old children with learning disorders.
Method: The research method was quasi-experimental with a pretest-posttest design and a control group. A total of 30 children (18 female and 12 male subjects) from elementary school children diagnosed with learning disorders in the psychological clinics of Tehran, Iran, in 2020 were conveniently and voluntarily selected and then randomly assigned to two experimental (n=15) and control (n=15) groups. The Edinburg Handedness Inventory (1970), Delacato’s Neurodevelopmental Table (1997) and Gardner’s Visual Perception Test (1982) were used to collect the data. The SPSS-25, descriptive-inferential indices, univariate analysis of covariance and multivariate analysis of covariance were used to analyze the data.
Results: The results showed that the educational package based on lateral dominance affected the visual recognition (P<0.01, F=31.38) and visual memory (P<0.1, F=14.68) components of children with learning disorders in the experimental group and did not affect the visual completion component.
Conclusion: Lateral dominance exercises help students perform better in visual perception. Therefore, it is suggested to include lateral dominance exercises in the treatment program for children with learning disorders to improve their visual perception.
Aim: The present study was conducted to determine the effectiveness of the educational package based on lateral dominance in visual recognition, visual memory and visual completion of 7-12-year-old children with learning disorders.
Method: The research method was quasi-experimental with a pretest-posttest design and a control group. A total of 30 children (18 female and 12 male subjects) from elementary school children diagnosed with learning disorders in the psychological clinics of Tehran, Iran, in 2020 were conveniently and voluntarily selected and then randomly assigned to two experimental (n=15) and control (n=15) groups. The Edinburg Handedness Inventory (1970), Delacato’s Neurodevelopmental Table (1997) and Gardner’s Visual Perception Test (1982) were used to collect the data. The SPSS-25, descriptive-inferential indices, univariate analysis of covariance and multivariate analysis of covariance were used to analyze the data.
Results: The results showed that the educational package based on lateral dominance affected the visual recognition (P<0.01, F=31.38) and visual memory (P<0.1, F=14.68) components of children with learning disorders in the experimental group and did not affect the visual completion component.
Conclusion: Lateral dominance exercises help students perform better in visual perception. Therefore, it is suggested to include lateral dominance exercises in the treatment program for children with learning disorders to improve their visual perception.
Type of Study: Research |
Subject:
Special
Received: 2022/04/2 | Accepted: 2022/08/17 | Published: 2022/09/24
Received: 2022/04/2 | Accepted: 2022/08/17 | Published: 2022/09/24
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