The Effects of the Mixed Sensory-Motor-Perception Training on Fill in the Blanks Performances of the Students with Learning Disorder

By Haghighatzade, Raheleh; Amiri, Shole et al. | International Journal of Psychological Studies, June 2012 | Go to article overview

The Effects of the Mixed Sensory-Motor-Perception Training on Fill in the Blanks Performances of the Students with Learning Disorder


Haghighatzade, Raheleh, Amiri, Shole, Molavi, Hossein, International Journal of Psychological Studies


Abstract

The aim of the present study is to survey the effects of the mixed sensory -motor-perception training on the fill in the blanks performances of the Students whith with reading disorder in Isfahan. The statistical population includes 30 dyslexia dyslexic students from the learning disorder center in Isfahan. The samples are selected randomly. They and included 30 dyslexia thirty dyslexic students at the learning disorder center of Isfahan, who are were divided in two fifteen individual groups. One of them selected as an experimental group, and the other one as the control group.

The research instruments are were: Demographic tests, Wechsler Intelligence Scale for children, and the reading screening tests which are were used as the pre-test and the post-test. While the experimental group was individually exposed to ten one-hour sessions of mixed-sensory-motor-perception training, the control group underwent no special training and interferences. The results obtained by the statistical method of covariance analysis revealed that there was a significant difference (p<0.001) between the average scores of the post-tests of the experimental and the control group. The overall results of the present study showed that the mixed-sensory-motor-perception training has had been effective on the dyslexia dyslexic students' fill in the blanks performances and has had made a significant raise in the average scores of their post-tests.

Keywords: mixed-sensory-motor-perception t- training, fill in the blanks performances

1. Introduction

Reading disorder is one of the commonest learning disorders overwhelming almost 4% of the students. Reading disorder will be specified by the defects in the ability to recognize the terms, reading slowly, a weak perception in the absence of intelligence, or a significant physical dysfunction. These children have difficulty in distinguishing the letters which are different from each other only in terms of their sizes and forms, especially the ones which differ only in terms of their special directions or the lengths of the lines. Also they have difficulty analyzing the words and dividing them to various syllables (Studly, Stain, and Harrison, 2006). The topic of sense, perception, and motor has found a special status in the evaluation of most of the disorders, such as, dyslexia. Reading, undoubtedly is one of the most important and complex training activities of the students at early school years. Reading means receiving ideas, experiences, sensations, and concepts. In fact, it's an activity which allows an individual to obtain a great knowledge about the present world (Hassanloo, and Pushne, 1996). Most of the students with difficulty in learning face some problems in visual or audio perceptions. They may lack ability to write words or to realize the geometrical forms. Some have a weak memory, or reveal hyperactivity, which all together indicate the hidden disorders in the brain. These disorders may affect the other sensory ways as well, including the auditory or touching senses which lead to learning disorders. As an example, the children with dyslexia have difficulty realizing the successive touching stimuli quickly. For instance, if you ask them to put their hand under something and touch one of their fingers, they can say which finger they have touched, while if you ask them to touch two fingers quickly, one after another, they recognize only one of the fingers (Zarbakhsh, 1999). The most significant evidences about reading disorders turn back to malfunctions of the auditory, verbal, or visual senses. This field includes a great literature, such as, the clinical and experimental studies of the children with reading and learning problems.

Also the studies on 200 students with reading difficulties represented that based on the standard tests, 90% of them had a verbal defect, and 96% were with verbal perception and recognition problems (Bardford, 2005). A research on multi-sensory methods applied for the students with reading disorders was done by Auto and Mack (1993), and the results indicated that this method has been very effective and has been confirmed in the empirical research. …

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