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:: Volume 9, Issue 4 (Autumn 2021) ::
Shefaye Khatam 2021, 9(4): 11-20 Back to browse issues page
The Comparison of Phonological, Memory Self- Cued and Around- Cued, and Selective Attention on Students with and Without Dyslexia
Ramin Habibi Kaleybar *
Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran , habibiramin110@gmail.com
Abstract:   (510 Views)
Introduction: The purpose of the present study was the comparison of phonological skills, memory self-cued and around- cued, and selective attention on students with and without dyslexia. Materials and Methods: The statistical population of the present study was normal and dyslexic male students of the fifth and sixth grades of Tabriz, Iran primary schools in 2018-2019. Multi- stage sampling methods were used to select the participants. For data collection, the phonological skills Landerl, memory self- cued, and around-cued Crawford et al, and Stroop test were used. Results: There is a statistically significant difference between the mean scores of the two groups in the skills of naming numbers, verbal fluidity and voice exchange, memory- centered and peripheral memory, and the number of errors and time of attention. Dyslexic students have lower phonological skills, memory, and selective attention. Conclusion: Attentions are required to the role of phonological skills, memory improvement, and selective attention in dyslexic students.
Keywords: attention, memory, phonological, dyslexia
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Type of Study: Research --- Open Access, CC-BY-NC | Subject: Cognitive Neuroscience
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Habibi Kaleybar R. The Comparison of Phonological, Memory Self- Cued and Around- Cued, and Selective Attention on Students with and Without Dyslexia. Shefaye Khatam. 2021; 9 (4) :11-20
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Volume 9, Issue 4 (Autumn 2021) Back to browse issues page
مجله علوم اعصاب شفای خاتم The Neuroscience Journal of Shefaye Khatam
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