Document Type : Research Paper
Authors
1 M.A of Educational Psychology, Shahid Rajaee Teacher Training University, Tehran, Iran
2 Associate Professor of Educational Psychology, Department of Education, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran
3 Ph.D of Educational Psychology, Kharazmi University, Tehran, Iran
Abstract
The present study was conducted with the aim of comparing the cognitive variable of perceptual reasoning in reading and math learning disorders and attention deficit/hyperactivity disorder .The current research was of comparative causal type. The statistical population included second to fifth grade students suffering from math disorder, reading disorder and attention deficit/hyperactivity disorder who referred to learning disorders centers in Tehran in the academic year of 2023-2022. 93 students were selected with the purposeful sampling method, so that there were 31 students in each group of math disorder, reading disorder and attention deficit/hyperactivity disorder.The instruments used were Tabrizi reading test(2000) Conners Parents Scale for Assessing ADHD(2007), Set of standardized test of mathematics or Shalev academic achievement & diagnostic test of calculation(1993) and Wechsler Intelligence Scale for Children-Fourth Edittion standardized by Abedi, Sadeghi and It was Rabi'i (2013). Research question was analyzed using multivariate covariance analysis and Bonferroni post hoc test of the 18th version in SPSS software. From the findings, it can be concluded that there is a significant difference between the reading and math groups in the perceptual reasoning variable (P<0 /5) that the math disorder group has a weaker performance than the reading disorder group. From the findings, it can be concluded that perceptual reasoning can be a more special variable for math disorder. Therefore, experts are advised to take more effective measures in the field of perceptual reasoning when dealing with children with mathematical disorders.
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