The Effectiveness of the Basic Strategy of Story Understandings-Story Grammar on Phonological Processing, Semantic and Orthographic Processing, Metacognition and Working Memory of Elemetay School Students with Poor Reading Ability

Document Type : Research Paper

Authors

1 MSc student of School Counseling, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.

2 Assistant Professor, Department of Psychology, Faculty of Education and Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.

Abstract

The present study was conducted with the aim of the effectiveness of the basic strategy of story-grammar comprehension on phonetic processing, semantic and orthographic processing, metacognition and working memory on Elemetay students with dyslexia. The research method was semi-experimental and the design of two experimental and control groups with a pre-test, post-test and a 45-day follow-up period. The statistical population included all primary school students with dyslexia in Isfahan on 2022-2023year, and 40 dyslexic students were randomly selected from among the referrals to counseling centers working in the children's area of ​​Isfahan city and randomly divided into two groups of 20 people. (20 experimental subjects) and (20 control subjects) were assigned. The research tools include the phonological processing questionnaire of Soleimani and Dastjardi (2010), the semantic-orthographic processing questionnaire of Zandi et al. (2015), the metacognitive scale of Baku et al. (2009), the working memory questionnaire of Pickering and Goderkel (2004), Wechsler scale (2014), reading performance test of Yarmohamedian et al. (2014). The educational program based on the basic strategy of story-grammar comprehension by Ride and Linerman (2009) was implemented on the subject group during 8 sessions of 60 minutes. Data analysis was analyzed using statistical methods and using spss 23 and analysis of variance with repeated measures. The findings showed that the basic strategy of story-grammar understanding improves phonetic processing (P < 0.001; F = 0.556), semantic and orthographic processing (P < 0.001; F = 0.570), metacognition (F = 0.144). P < 0/01) and working memory (P < 0.001; F = 0.464) had a significant effect on students with poor reading ability And its impact remains (p < 0.01); Therefore, it can be concluded that the grammar-story strategy is suitable for helping students with dyslexia.

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Journal of Modern Psychological Researches
Volume 19, Issue 75 - Serial Number 75
October 2024
Pages 301-314

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History

  • Receive Date: 06 June 2023
  • Revise Date: 07 July 2023
  • Accept Date: 20 July 2023

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