Sun, May 25, 2025
| فارسی
Volume 14, Issue 2 (Summer 2012)
Advances in Cognitive Sciences 2012, 14(2): 63-72 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Aghababaei S, Malekpour M, Abedi A. Effectiveness of Executive Functions Training on Academic Performance of Children with Spelling Learning Disability. Advances in Cognitive Sciences 2012; 14 (2) :63-72
URL: http://icssjournal.ir/article-1-486-en.html
URL: http://icssjournal.ir/article-1-486-en.html
1- in Psychology, University of Isfahan, Isfahan, Iran.
2- Professor of Psychology and Training of Children with Special Needs, University of Isfahan, Isfahan, Iran.
2- Professor of Psychology and Training of Children with Special Needs, University of Isfahan, Isfahan, Iran.
Abstract: (4527 Views)
Objective: The aim of this research was to investigate the efficacy of executive functions training (working memory and response inhibition) on academic performances of students with spelling learning disability.
Method: The design of this research was experimental. Forty five third-grade elementary students with spelling learning disability were selected through multistage random cluster sampling. The students were randomly assigned into three groups – two experimental groups and one control group – each consisting of 15 students. Experimental group one, received working memory training, and experimental group two received response inhibition training. The instruments used were NEPSY Test, Wechsler Intelligence Scale for Children- Revised (WISC-R), Checklist for Identifying Students with Spelling Learning Disability, Clinical Interview, and Spelling Academic Performance. Data were analyzed by Analysis of Covariance.
Results: Findings indicated that executive functions training on working memory and response inhibition can improve spelling performance of students.
Conclusion: The findings showed that executive functions training could be used as an intervention method in improving spelling difficulty among students with spelling learning disability.
Method: The design of this research was experimental. Forty five third-grade elementary students with spelling learning disability were selected through multistage random cluster sampling. The students were randomly assigned into three groups – two experimental groups and one control group – each consisting of 15 students. Experimental group one, received working memory training, and experimental group two received response inhibition training. The instruments used were NEPSY Test, Wechsler Intelligence Scale for Children- Revised (WISC-R), Checklist for Identifying Students with Spelling Learning Disability, Clinical Interview, and Spelling Academic Performance. Data were analyzed by Analysis of Covariance.
Results: Findings indicated that executive functions training on working memory and response inhibition can improve spelling performance of students.
Conclusion: The findings showed that executive functions training could be used as an intervention method in improving spelling difficulty among students with spelling learning disability.
Keywords: Executive Functions, Working Memory, Response Inhibition, Academic Performance, Spelling Learning Disability
Type of Study: Research |
Subject:
Special
Received: 2012/02/20 | Accepted: 2012/04/20 | Published: 2012/06/21
Received: 2012/02/20 | Accepted: 2012/04/20 | Published: 2012/06/21
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
