Volume 18, Issue 4 (1-2021)
RBS 2021, 18(4): 568-576 |
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Moshtaghy Sharifzadeh M, Mansouri A, Bagherzadeh Golmakani Z. The Mediating Role of Processing Speed in the Relationship between Working Memory and Phonological Awareness with Reading in Students with Reading Disorder. RBS 2021; 18 (4) :568-576
URL: http://rbs.mui.ac.ir/article-1-906-en.html
URL: http://rbs.mui.ac.ir/article-1-906-en.html
1- PhD Student in Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
2- Assistant Professor, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran , mansoury_am@yahoo.com
3- Assistant Professor, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
2- Assistant Professor, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran , mansoury_am@yahoo.com
3- Assistant Professor, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
Abstract: (2450 Views)
Aim and Background: Processing speed plays an important role in specific learning disorder. Therefore, the aim of present study was to investigate the mediating role of processing speed in the relationship between working memory and phonological awareness with reading in students with reading disorder.
Methods and Materials: The present study is a descriptive correlational study. The statistical population of this study included all students with specific learning disorder-reading from the end of the first grade to the fifth grade of elementary school in the seven districts of Mashhad and referring to special centers for learning disabilities in Mashhad in the academic year 2019-2020. The sample consisted of 150 students with specific learning disorder- reading who were selected by convenience sampling. To collect the data, reading and dyslexia test (NEMA), phonological awareness test (PAT) and The Wechsler intelligence scale for children, fourth edition (WISC-IV) were used. Research data were analyzed using PLS and SPSS statistical software as well as structural equation modeling.
Findings: The findings showed that there is a relationship between working memory, phonological awareness, processing speed and reading of students with reading disorder. Processing speed mediated the relationship between working memory and reading of students with reading disorder. Also, processing speed mediated the relationship between phonological awareness and reading of students.
Conclusions: The results showed that processing speed is mediated the relationship between working memory and phonological awareness with reading of students with reading disorders. Paying attention to these processes and the interventions related with them can help improve students' reading disorder.
Methods and Materials: The present study is a descriptive correlational study. The statistical population of this study included all students with specific learning disorder-reading from the end of the first grade to the fifth grade of elementary school in the seven districts of Mashhad and referring to special centers for learning disabilities in Mashhad in the academic year 2019-2020. The sample consisted of 150 students with specific learning disorder- reading who were selected by convenience sampling. To collect the data, reading and dyslexia test (NEMA), phonological awareness test (PAT) and The Wechsler intelligence scale for children, fourth edition (WISC-IV) were used. Research data were analyzed using PLS and SPSS statistical software as well as structural equation modeling.
Findings: The findings showed that there is a relationship between working memory, phonological awareness, processing speed and reading of students with reading disorder. Processing speed mediated the relationship between working memory and reading of students with reading disorder. Also, processing speed mediated the relationship between phonological awareness and reading of students.
Conclusions: The results showed that processing speed is mediated the relationship between working memory and phonological awareness with reading of students with reading disorders. Paying attention to these processes and the interventions related with them can help improve students' reading disorder.
Type of Study: Research |
Subject:
General
Received: 2020/12/16 | Accepted: 2020/12/30 | Published: 2021/02/12
Received: 2020/12/16 | Accepted: 2020/12/30 | Published: 2021/02/12
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