Journal of Rehabilitation Sciences & Research

Original Articles

The Effect of Cognitive Rehabilitation on the Improvement of Language Skills in 9-12 Years Old Children with Attention Deficit/Hyperactivity Disorder

Masoomeh Asefi; Vahid Nejati; Masood Sharifi

Volume 4, Issue 4 , December 2017, Pages 89-96

Abstract

Background: According to the research literature, there was a relationship between cognitive functions of attention and working memory and linguistic skills. The aim of this research ... Read More Background: According to the research literature, there was a relationship between cognitive functions of attention and working memory and linguistic skills. The aim of this research was to investigate the effect of cognitive rehabilitation on the improvement of the linguistic skills in 9-12 years old children with attention-deficit/hyperactivity disorder.Methods: 40 students in grade 4, 5 and 6 of a primary school in Miyane city were assigned equally and randomly to two intervention and control groups. The research design was experimental with pre-test, post-test, follow-up, and control group. The language tests included; Thurston Verbal Fluency task, Token test of receptive language, Boston naming speed test, Assessment of Persian Reading Ability (APRA), verbal working memory subtest of Wechsler Intelligence Scale for Children, and Attention Register task. Parental version of the Swanson, Nolan, and Pelham (SNAP-IV) questionnaire was used to screen ADHD. The intervention method was based on Attentive Rehabilitation of Attention and Memory (ARAM) with emphasis on attention and working memory. Mixed ANOVA statistical test was used to analyze the data.Results: The results showed that the linguistic skills assessed in the research which include naming (F=29.42, P=0.01), verbal fluency (phonological fluency: F=15.68, P=0.01; semantic fluency: F=13.73, P=0.01), reading abilities (alphabet reading 1: F=17.84, P=0.01; alphabet reading 2: F=27.07, P=0.01; word reading: F=19.82, P=0.01; reading ability: F=19.97, P=0.01; voice change: F=13.47, P=0.01; reading comprehension: F=36.85, P=0.01), comprehension (F=6.75, P=0.01), verbal working memory (direct digits: F=7.7, P=0.01; inverse digits: F=14.26, P=0.01) and attention (attention registration 1: F=10.23, P=0.01; attention registration 2: F=4.33, P=0.04) were improved, following the intervention.Conclusion: Computerized Training of working memory and attention can enhance the language skills in children with ADHD. This result confirmed the role of attention and working memory on language skills.

Original Articles

A Comparison of Reading Accuracy and Reading Comprehension in Bilingual Arabic/Farsi-speaking and Monolingual Farsi-speaking Elementary Students in the Fifth Grade

Maryam Jalalipour; Fatemeh Majdinasab; Hajar Khedri; Batoul Chadorian

Volume 4, Issue 4 , December 2017, Pages 97-101

Abstract

Background: Reading comprehension is one of the primary skills required of students in elementary schools. Various factors can influence this skill, including bilingualism. Owing to ... Read More Background: Reading comprehension is one of the primary skills required of students in elementary schools. Various factors can influence this skill, including bilingualism. Owing to the variety of languages and dialects in Iran, a large number of students learn Farsi as a second language; consequently, they are faced with numerous challenges in acquiring high-level skills such as reading and writing. The present study was aimed at comparing reading comprehension and reading accuracy between bilingual Arabic and Farsi-speaking and monolingual Farsi-speaking fifth grade children in Ahvaz.Methods: This cross-sectional, descriptive analytic study was carried out employing a random sample of 165 bilingual students (91 girls and 74 boys), and 159 monolingual students (79 girls and 80 boys). The students were evaluated in terms of reading accuracy and comprehension skills using some selected parts from a reading test developed by Shafei et al., in 2009. Finally, mean scores were compared between the two groups employing the independent samples t-test.Results: Both reading comprehension and accuracy were significantly higher in monolinguals compared to bilingual Arabic/Farsi-speaking students (P=0.000). Gender stratified results showed higher levels of reading comprehension skills in both monolingual girls (P=0.000) and boys (P=0.03) in comparison to bilinguals. However, in the reading accuracy subtest, only monolingual girls had a significantly superior performance than the bilinguals (P=0.000).Conclusion: Overall, our results showed lower levels of reading comprehension and accuracy skills in bilingual fifth grade students in comparison to their monolingual peers in the city of Ahvaz. It seems that even in the late elementary school years, bilingual children have not attained the same level as their monolingual peers. Due to the importance of reading skills in academic achievement and day-to-day life, we highly recommend the implementation of measures toward improving these skills among bilingual elementary school students.

Original Articles

The Grammatical Deficits of Persian-Speaking Children with Specific Language Impairment

Zahra Ghayoumi-Anaraki; Fatemeh Haresabadi; Toktam Maleki Shahmahmood; Abbas Ebadi; Veda Vakili; Zahra Majidi

Volume 4, Issue 4 , December 2017, Pages 102-108

Abstract

Background: Specific language impairment (SLI) is one of the most common disorders of language development in children, which has been less addressed in Persian studies. The aim of ... Read More

Original Articles

Comparison of Phonemic Fluency Test Results Using Different Letters among Persian Speakers

Najme Mardani; Mohammad Hosein Rohani; Ramin Mahdipour; Kousar Baghban

Volume 4, Issue 4 , December 2017, Pages 109-113

Abstract

Background: The purpose of this study was to compare the results obtained from phonemic fluency test using “F”1, “A”2, “S”3 and “L”4, “T”5,”M”6 among Persian ... Read More

Original Articles

Assessing the Satisfaction Level of Rehabilitation Trainers and Students from the Clinical Internship Assessment Checklist

Negin Moradi; Masoume Hosseini Beidokhti

Volume 4, Issue 4 , December 2017, Pages 114-119

Abstract

Background: Valid assessment and validation indices are very important to evaluate and teach students, especially in clinical education settings. Considering the fact that rehabilitation ... Read More

Journal of Rehabilitation Sciences & Research

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Volume & Issue: Volume 4, Issue 4, December 2017 (24)

The Effect of Cognitive Rehabilitation on the Improvement of Language Skills in 9-12 Years Old Children with Attention Deficit/Hyperactivity Disorder

Abstract

A Comparison of Reading Accuracy and Reading Comprehension in Bilingual Arabic/Farsi-speaking and Monolingual Farsi-speaking Elementary Students in the Fifth Grade

Abstract

The Grammatical Deficits of Persian-Speaking Children with Specific Language Impairment

Abstract

Comparison of Phonemic Fluency Test Results Using Different Letters among Persian Speakers

Abstract

Assessing the Satisfaction Level of Rehabilitation Trainers and Students from the Clinical Internship Assessment Checklist

Abstract