scholarly journals Model for Tutoring in Reading and Writing Tasks for Brazilian Children with Developmental Dyslexia

2019 ◽  
Vol 5 (1) ◽  
pp. 01-05
Author(s):  
Andréa Machado
Keyword(s):  
Public Schools ◽  
Developmental Dyslexia ◽  
Intervention Program ◽  
School Context ◽  
Superior Performance ◽  
Control Group ◽  
Reading And Writing ◽  
Tutoring Program ◽  
Cognitive Linguistic ◽  
Significant Difference

Developmental dyslexia is characterized by impairment in reading and writing because of changes in the cognitive-linguistic behavior and anatomofunctional structures. The goal of the research was to analyze and compare the performance on the skills of reading and writing in children with developmental dyslexia after a tutoring program. Participated of the study fifteen children from both genders from the 2rd to the 6th year from public schools in a city in the State of São Paulo.They were divided into two groups: GI-experimental and GII – control group. Were divided according to sex and age group. The children were subjected to the assessment of reading and writing and to the intervention program in Reading Recovery tutoring. The results revealed statistically significant difference between the GI and GII, where children with dyslexia in the GI showed superior performance on the skill of reading words and reading the book I in relation to children from the GII. It was concluded that the GI introduced significant advances compared to GII that did not receive tutoring intervention, demonstrating that due to variability of cognitive-linguistic profile of children with dyslexia, it is necessary to develop, mainly, in the school context, multimethod programs with specific difficulties that focus on interventions of this population.

Effectiveness of Peer Tutoring Program on Students’ Academic Performance for Engineering Course

2021 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Fei Ha Chiew ◽  
Clotilda Petrus ◽  
Siti Zaidah Othman ◽  
Joe Davylyn Nyuin ◽  
Ung Hua Lau
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Solid Mechanics ◽  
Practical Significance ◽  
Control Group ◽  
Tutoring Program ◽  
Significant Difference ◽  
Group A ◽  
And Control ◽  
Experimental Group

This study investigated the effectiveness of a peer tutoring program that was implemented for Basic Solid Mechanics course, as an intervention program to improve students’ performance in the course. Ten tutors were chosen to provide tutoring services to an experimental group of 36 tutees. Tutees were required to answer an entry test before the intervention program, and another exit test after the program. A control group which shared the same instructor in their lecture classes was included in the study. Comparison between the performances for entry and exit tests of both experimental and control groups were made. Analyses showed an increase in the percentage of students that passed the exit test from the experimental group. The average marks for the experimental group in the exit test also increased, compared to their marks in the entry test. A Mann- Whitney U test conducted indicated a significant difference between the gain scores of the experimental group and control group. A further metaanalysis revealed a large effect size, signaling the practical significance of the results. The findings demonstrated the effectiveness of the peer tutoring intervention program on students’ performance of the course.

Reducing the Social Stigma Associated with Obsessive Compulsive Disorder: A Controlled Trial of an Intervention Program in a Turkish Community Sample

2020 ◽  
Vol 20 (2) ◽  
pp. 101-120
Author(s):  
Ayça Aktaç Gürbüz ◽  
Orçun YORULMAZ ◽  
Gülşah DURNA
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Intervention Program ◽  
Controlled Trial ◽  
Community Sample ◽  
Case Vignette ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Significant Difference ◽  
The Impact

Scientific research into the reduction of stigmatization, particularly related to specific problems such as Obsessive-Compulsive Disorder (OCD), is scarce. In the present study, we examine the impact of a video-based antistigma intervention program for OCD in a pretest-posttest control group research. After being randomly assigned to either an intervention (n= 101) or control group (n= 96), the participants reported their attitudes on a hypothetical case vignette before and after OCD vs. Multiple Sclerosis (MS) videos, and again six months later as a follow up assessment. The mixed design analyses for the group comparisons indicated that although there was no significant difference in the measures of the control group, the participants watching the anti-stigma OCD video, in which the focus was psychoeducation and interaction strategies, reported significantly lower scores on social distances and negative beliefs for the case vignettes they read, and this difference was maintained six months later. Then, the present results indicate the effectiveness of our anti-stigma intervention program for OCD. Interventions to reduce stigmatization can also be viewed as effective tools for changing the attitudes of people toward OCD, although further research and applications are needed related to specific disorders if a longlasting impact is to be achieved.

scholarly journals The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

2018 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Samer Al-Hammouri
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
Achievement Test ◽  
French Language ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students’ performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group’s students were taught the reading skill using Prezi while the control groups’ students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students’ achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

scholarly journals Scrambled Cloze Procedure: Does It Influence EFL Learners’ Reading Comprehension and Writing Performance?

2020 ◽  
Vol 11 (5) ◽  
pp. 815
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mino Bargnil
Keyword(s):  
Reading Comprehension ◽  
Pearson Correlation ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Reading And Writing ◽  
Significant Difference ◽  
Cloze Procedure ◽  
And Control ◽  
Experimental Group

The present study investigated the effect of using scrambled cloze procedure on reading and writing among intermediate EFL learners. To fulfill the purpose of the study, 60 participants were tested on a PET test, from whom 48 homogeneous participants were selected and assigned randomly to two groups of 25 and 23, as experimental and control group. Then, both groups were given a pre-test of writing and reading comprehension. During 14 sessions, the experimental group were provided with scrambled cloze samples and tasks while practicing paragraph writing and reading, whereas the control group did not, while they were practicing paragraph writing and reading. At the end, the two groups were tested in reading comprehension and writing, based on a posttest. Two raters scored the writing samples collected from two groups in the pre and posttest. Pearson correlation was used to compute the inter-rater reliability. The results showed the experimental group outperformed the control group in paragraph writing and reading comprehension. However, it was found that gender did not make a significant difference in reading comprehension and writing performance.

scholarly journals uberty Health Education and Female Students’ Self-efficacy

2019 ◽  
Vol 5 (4) ◽  
pp. 231-238
Author(s):  
Simin Khatirpasha ◽  
◽  
Marhamat Farahani-Nia ◽  
Soghra Nikpour ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Public Schools ◽  
Health Education ◽  
Self Efficacy ◽  
Intervention Group ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
General Self Efficacy

Background: Adolescence is an essential period in every human’s life. The lack of knowledge on puberty issues may adversely impact an adolescent’s future mental health and self-efficacy. The present study aimed to determine the effect of puberty health education on the general self-efficacy of female students. Methods: This was a quasi-experimental study with a pre-test; post-test and a control group design. This study was conducted on 100 female students of public schools with the onset of menstruation in 2018 in Ghaemshahr City, Iran. To prevent data contamination, the control group was selected from another similar public school. The required data were collected by Sherer General Self-efficacy Questionnaire and analyzed by SPSS using statistics, including mean, standard deviation, Chi-squared test, Fisher’s Exact test, one-way Analysis of Variance (ANOVA), and Paired Samples t-test. Results: The study groups were matched for demographic variables except for the mother’s age (P=0.01) and father’s education (P=0.001). Self-efficacy was not low in any of the groups before and after the training. Mean±SD pre-training self-efficacy scores in the intervention (63.68±9.72) and control (65.3±8.78) groups were not statistically significant (P=0.69). Comparing the students’ self-efficacy mean Pre-test-Post-test scores revealed a significant difference in the intervention group (P=0.017); however, there was no significant change in the control group (P=0.284) in this respect. Comparing between-group mean self-efficacy changes concerning before and after the intervention values suggested no significant difference (P=0.294). Conclusion: Puberty health education was effective in promoting the explored female students’ self-efficacy. Accordingly, it is recommended to include puberty education in female students’ courses. In addition, community health nurses are suggested to include this training in their programs.

Accuracy and Speed of Orthographic Processing in Persons with Developmental Dyslexia

2005 ◽  
Vol 101 (1) ◽  
pp. 95-107 ◽  
Author(s):  
Wayne M. King ◽  
Linda L. Lombardino ◽  
Sarah Ahmed
Keyword(s):  
Developmental Dyslexia ◽  
Word Reading ◽  
Response Times ◽  
Age Groups ◽  
Group Differences ◽  
Control Group ◽  
Age Difference ◽  
Significant Difference ◽  
Typically Achieving ◽  
Reading Disabled

A group of 39 persons (20 male and 19 female, 11.0 to 32.5 yr.) with developmental dyslexia and 42 controls (21 male and 21 female, 11.2 to 32.3 years) were compared on computerized tests of sight word reading, nonword decoding, and spelling recognition. The subjects with developmental dyslexia performed significantly slower and less accurately than controls on all tasks. Further, the effect size of the group differences was larger for the older group. Within-group analyses showed a significant difference by age group on accuracy. Only the control group showed a significant age difference between groups on response time. Mean accuracy and response times for the reading-disabled subjects resembled shifted versions of the control group means. These results agree with previous reports that phonological deficits persist for reading-disabled adults and suggest a test of whether the discrepancy between reading-disabled and typically achieving readers may actually increase across age groups.

scholarly journals The effect of the intervention dance program on the level of functional fitness and postural stability in elderly

2019 ◽  
Vol 13 (1) ◽  
pp. 63-71
Author(s):  
Pavlína Vaculíková ◽  
Alena Skotáková ◽  
Sylvie Kropáčová ◽  
Roman Grmela
Keyword(s):  
Postural Stability ◽  
Intervention Program ◽  
Dynamic Balance ◽  
Intervention Group ◽  
Exercise Program ◽  
Control Group ◽  
Functional Fitness ◽  
Fitness Test ◽  
Significant Difference ◽  
Dance Intervention

Objective: The major objective of this study was to investigate the influence of six months dance intervention program on the level of functional fitness and postural stability in the elderly.Methods: The exercise program was carried out three times a week and included 60 dance exercise sessions. 60 elderly participated in the study (67.5±5.69 years), 30 in a dance intervention group (weight: 70.32±13.59kg; BMI 25.95±3.79 kg/m2), 30 in a control group (weight: 76. 93±15.45kg; BMI 27.06±3.88 kg/m2). Three subtests were used to determine the level of functional fitness from the Senior fitness test battery; the static posturography method assessed the level of balance abilities in one position.Results: The most meaningful results to emerge from the data are that the intervention dance program led to a post-exercise increase in the level of agility, dynamic balance and reaction speed measured by 8 Foot up Go test in the dance group. The results indicate a statistically significant difference value in the dance group compared to the control group between post-test results (p=0.01). Values of the other monitored parameters were not statistically significant. The Cohen coefficient d reflects the low or medium value of the intervention program's effectiveness.Conclusions: Even if the dance intervention program did not have a more significant effect on the level of the tested parameters, we must state that only a slight improvement or a steady level of functional fitness and postural stability is a positive result in this age. Keywords: aging, dance, Senior fitness test, motor abilities, balance ability

scholarly journals The Impact of Using Educational Robot through Integrative Approach on the Achievement of Tenth-Grade Students in Trigonometry

2021 ◽  
Vol 45 (2) ◽  
pp. 200-227
Keyword(s):  
Public Schools ◽  
Integrated Approach ◽  
Modern Technology ◽  
Integrative Approach ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Tenth Grade ◽  
Educational Robot ◽  
The Impact

The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. Keywords: Educational robot, achievement, trigonometry, integrative approach

scholarly journals Efectos de la meditación sobre el estrés académico en estudiantes de Licenciatura en Fisioterapia

2017 ◽  
Vol 13 (19) ◽  
pp. 97
Author(s):  
Nancy Elizet Gutiérrez Gómez ◽  
Josué Mauricio Becerra Cabrera ◽  
Miguel Ángel Martínez Camacho ◽  
María Carlota García Gutiérrez
Keyword(s):  
College Students ◽  
Physical Therapy ◽  
Intervention Program ◽  
Academic Stress ◽  
Control Group ◽  
Physical Therapy Students ◽  
Science Center ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Introduction: Stress is one of the most common psychological disorders. In Mexico, a study of academic stress in college students found that a high percentage of students had experienced intense anxiety (73.4%). Research on physical therapy students at the Riphah Rehabilitation Science Center show that the prevalence of perceived stress is 88%.Meditation programs in college students had resulted beneficial for the management of stress, depression and anxiety. Objective: To determine the effects of meditation on academic stress in first semester students of the degree in physiotherapy of the Autonomous University of Querétaro. Methodology: Quasi-experimental study. Participants: Thirty-six firstsemester students of the physiotherapy degree from the Autonomous University of Querétaro, a control group of 17 students and 19 in the experimental group. The experimental group was intervened for 8 weeks with guided meditation sessions with duration of 20 to 25 minutes from Monday to Friday. Both control and experimental groups were evaluated through the Academic Stress Inventory before and after the intervention program. Results: There is a significant reduction in stress levels using meditation in the experimental group (p = 0.0002). For the control group, no significant difference was found in stress p = 0.093. Conclusion: An 8-week meditation program has healthy effects on the academic stress of undergraduate physical therapy students.

The Effect of Humor Intervention Program on Positive and Negative Symptoms among Schizophrenic Patients

2021 ◽  
Vol 15 (7) ◽  
pp. 2022-2028
Author(s):  
Eman Asran Mohamed ◽  
Enayat Abd El Wahab Khalil ◽  
Zeinab Abd El Halim Osman ◽  
Mona Rakhawy ◽  
Naglaa Mostafa G
Keyword(s):  
Intervention Program ◽  
Negative Symptoms ◽  
Demographic Data ◽  
Intervention Group ◽  
University Hospital ◽  
Control Group ◽  
Significant Difference ◽  
Schizophrenic Patients ◽  
And Control ◽  
Positive And Negative Symptoms

Background: Schizophrenia is a chronic disease characterized by distortions in thinking, perception, emotions, language, sense of self and behavior. Humor could be used as an alternative to conventional treatment with the goal of helping patients with schizophrenia cope with symptoms, enhance recovery through its emotional, cognitive, social and physiological effects. The aim of the study was to evaluate the effect of humor intervention program on positive and negative symptoms among schizophrenic patients. Design: Randomized control trial (RCT) design was used. Sample: Purposive sample consisted of 40) schizophrenic patients, the study group (n= 20) and control group (n= 20). The patients were selected and allocated randomly into two groups, intervention group (received the humor interventions program) and control group (received traditional care). The study conducted in the Psychiatry and Addiction Prevention "El Kasr AlAini University Hospital and al Rakhawy Hospital for Mental Health. Tools: three tools were used for data collection were; the Socio Demographic Data Sheet, Positive and Negative Syndrome Scale (PANSS) and Multidimensional Sense of Humor Scale (MSHS). Results: revealed that, there was a statistical significant difference between total score of PANSS between study and control groups post intervention. Conclusion: The present study emphasizes the importance of humor intervention program in reducing severity of symptoms of patients with schizophrenia. Key words: schizophrenia, humor intervention, positive symptoms, negative symptoms

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