F. Mohamadi; J. Karami; T. Hashemi
Volume 18, Issue 1 , June 2011, , Pages 169-190
Abstract
The purpose of this study was to compare Fernald Multisensory and Practice-Repetition in improvement of reading disabilities in students of school. The research was conducted according to quasi-experimental method using pre-test, post-test and control group design. The sample, selected randomly, consisted ...
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The purpose of this study was to compare Fernald Multisensory and Practice-Repetition in improvement of reading disabilities in students of school. The research was conducted according to quasi-experimental method using pre-test, post-test and control group design. The sample, selected randomly, consisted of 39 students (18 male, 21 female) from grade level 3 with reading disability in Javanrod city in 1385-86 porbipant were divided into 3 groups (education via Fernald Multisensory method, education via Practice-Repetition and the control group). Afterwards, they were matched according to IQ, gender, parents' education parents and formal education. The MANCOVA results of the posttest indicated meaningful differences between the groups. The MANCOVA and Tukey tests showed that Fernald Multisensory method was more effective than the control group and Exercise-Repetition group in verbal reading (p<0.001), speed of verbal reading (p<0.001), comprehention (p<0.05). Word reading (p<0.001) and speed of word reading (p<0.001), the results showed that the Exercise-Repetition group also performed better in verbal reading (p<0.01) and word reading (p<0.001) than the control group.
S. Zamini; L. Barzegary; T. Hashemi; R. Kiani
Volume 18, Issue 1 , June 2011, , Pages 207-222
Abstract
The purpose of this study was to investigate the role of self-efficacy, language learning orientations and language learning strategies on English academic achievement among third graders of junior High Schools. Participants included 164 (female=83, male=81) students who were selected by cluster random ...
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The purpose of this study was to investigate the role of self-efficacy, language learning orientations and language learning strategies on English academic achievement among third graders of junior High Schools. Participants included 164 (female=83, male=81) students who were selected by cluster random sampling. The research method was descriptive-correlation. The variables were Measured by Sherer's general self-efficacy scale (GSES), language learning orientations scale (LLOS), strategy inventory for language learning (SILL) and a English academic achievement test. Data were using analyzed using SPSS software. Pearson correlation test showed that there was a meaningful and positive relation among self-efficacy, cognitive strategies, meta-cognitive strategies, intrinsic motivation and English academic achievement. There was a meaningful and negative relationship among amotivation orientation and English academic achievement. Also, Stepwise Regression Analyses and Beta Test indicated that amotivation orientation, self-efficacy and intrinsic motivation were the best prediction for English academic achievement. The results of this study indicated the effect of self-efficacy, language learning orientations and language learning strategies on English academic achievement.