Document Type : Original Article
Authors
1
Student of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran
2
Professor, Department of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran
3
Assistant Professor, Department of Psychology, Birjand Branch, University of Medical Sciences, Birjand, Iran
4
Assistant Professor, Department of Basic Sciences, Qayenat Branch, Islamic Azad University, Qayenat, Iran
10.22034/aftj.2023.385330.1940
Abstract
The purpose of the present study was to compare the effectiveness of brain-based learning training and self-regulation training on the efficiency of students with learning disabilities in reading elementary school girls in Do Shahr district of Tehran in 1401-1402. According to the objectives of the applied research and the method of data collection, the present study was of the experimental type in which the pre-test-post-test design was used immediately and with a delay along with the control group. The statistical population of this research was made up of all the students of primary school for girls in two districts of Tehran, totaling 6515 people. The sample of this research was 60 10-year-old female students who were selected by multi-stage cluster sampling. Within each cluster, people were randomly selected. At the end of this research, an educational package was prepared to teach the content of reading in line with students' fluency and dyslexia and based on the resources available in the text of the research, and 20 students were placed in each evidence group and brain-centered and self-regulated learning training, and each group lasted for 16 sessions. They were trained for 45 minutes in the field of efficiency. At the end of the training, an immediate test and two months later, in order to evaluate the stability of the intervention, a follow-up test was conducted for students in both educational groups. The measurement tool of this research was the fourth grade book reading and the half reading efficiency test (1381). The data of this research was conducted with repeated measurement test in the framework of multivariate covariance analysis using SPSS-V.24 software. The results indicated that there was a difference between the effectiveness of brain-based learning training and self-regulation training on the efficiency of students with learning disabilities in reading. This means that the increase in the brain-based learning training group in the efficiency variable was more than the self-regulation training group. (P = 0.01 < 0.05, so it can be concluded that training, especially brain-based learning training, can be used as an efficient and effective strategy to improve the performance and skills of students, especially dyslexic learners.
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