|تعداد مشاهده مقاله||10,702,855|
|تعداد دریافت فایل اصل مقاله||5,167,731|
Narrative and reading comprehension performance in dyslexic Persian student
|Journal of Rehabilitation Sciences & Research|
|مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 13 تیر 1401|
|نوع مقاله: Original Articles|
|شناسه دیجیتال (DOI): 10.30476/jrsr.2022.94496.1276|
|farshad khazraie1؛ Salimeh Jafari2؛ Maryam Jalalipour 3|
|1Department of speech therapy,Varastegan institute,Mashhad,Iran.|
|2Speech Therapy Department, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran. Rehabilitation Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran|
|3Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran Rehabilitation Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran|
|Introduction: Among different studies about the role of narrative skills in the acquisition of literacy skills, specifying the high and low ability of students with dyslexia in narrative skills, specifically in microstructures, has been less attention.|
Methods: Our searching methods were descriptive. we used two Iranian normative tests to identify grade two elementary school students that have a reading disability. (1) Screening test of reading for elementary schools children, Shafiei et al (2008) and (2) Diagnostic test of reading, Shirazi-Nilipoor (2005). Based on students' performance in the second test, we diagnosed 31 students with poor reading ability. The rest of the students were placed into the control group (n=35). we assessed the narrative skills of students, using the story retelling test, Jafari et al (2010). Data were analyzed by SPSS 21 (statistical analysis software).
Result: analyzed data showed that students with dyslexia significantly performed lower than their normal peers in three of four elements of microstructure, including syntax complexity, Mean Length of Utterance (MLU), and using Conjunction. The two groups didn’t show any significant difference in using references. (P< 0.5).
Conclusions: Results showed dyslexic students were weaker than their normal peers in most elements of microstructures of retelling test. In other words, these students have weaker language and cognitive subskills to develop their literacy skills. The results also showed that how much narrative skills can have direct role in the acquisition of literacy skills.
|Dyslexia؛ narrative skills؛ microstructure؛ reading comprehension|
تعداد مشاهده مقاله: 194