@article { author = {Estaki, Mahnaz and Kochak entezar, Roya and Zadkhoot, Leyli}, title = {Effectiveness of integrating multisensory training and sensory integration on signs of reading and writing among students at elementary schools}, journal = {Empowering Exceptional Children}, volume = {7}, number = {1}, pages = {95-106}, year = {2016}, publisher = {Iranian Exceptional Children Foundation}, issn = {2588-3488}, eissn = {2645-3630}, doi = {}, abstract = {The present research is intended to determine the effectiveness of integrating of multi-sensory teaching methods and sensory integration practices on the symptoms of reading and writing disorders of Elementary students. This research was quasi- experimental, pretest-posttest design with control group. The research participants were divided as two experimental and control groups as the available sample. Measurement tools include researcher-made spelling test and reading tests (front). The experimental group received sensory integration training programs and multi-sensory teaching methods; however, the subjects in the control group didn’t receive intervention. Results of findings were analyzed using statistical software SPSS and covariance analysis. The results showed that mean scores of pre-test of reading and writing of experimental group were higher than post-scores of reading and writing of control group. Overall, the obtained findings in this study indicates that using multi-sensory teaching integrated methods and sensory integration practices improved the symptoms of reading disorder (understanding the text and reducing reading error) and writing disorder(auditory memory, visual memory, sensitivity listening, attention and learning difficulties)in students in the experimental group.}, keywords = {Multi-sensory methods,Sensory integration practices,writing disorder,reading disorder}, title_fa = {اثربخشی تلفیق روش آموزش چند حسی و یکپارچگی حسی بر علایم اختلال خواندن و نوشتن دانش آموزان دوره ابتدایی}, abstract_fa = {هدف پژوهش حاضر تعیین اثر آموزش کنترل خشم بر پرخاشگری و ابراز وجود در دانش آموزان ابتدایی دارای مشکلات جسمی – حرکتی بود . طرح پژوهش از نوع طرحهای نیمه آزمایشی بود . جامعه پژوهش 350 نفر دانش آموزان دارای مشکلات جسمی – حرکتی شهر تهران بودند که از بین آنها تعدادی با توجه به نظر معلم پرخاشگر تشخیص داده شده و از بین آنها 30 نفر تصادفی به عنوان نمونه انتخاب شدند و به دو گروه 15 نفری تقسیم شدند . ابزار پژوهش خرده آزمون های پرخاشگری CSI – 4 و پرخاشگری و ابراز وجود الیوت و گرشام بود . پیش آزمون در دو فرم والد و معلم از هر دو گروه گرفته شد . پس از آن گروه آزمایش در معرض مداخله قرار گرفته و 10 جلسه آموزش دیدند . در پایان پس آزمون از هر دو گروه گرفته شد . نتایج آزمون های توصیفی و t مستقل نشان داد که این آموزشها موثر بوده و منجر به کاهش پرخاشگری و افزایش ابزار وجود کودکان جسمی – حرکتی شد .}, keywords_fa = {آموزش کنترل خشم,پرخاشگری,ابزار وجود,مشکلات جسمی- حرکتی}, url = {https://www.ceciranj.ir/article_63649.html}, eprint = {https://www.ceciranj.ir/article_63649_c5c297f120ac87b920f23980054c13e5.pdf} }