ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @...

,UZ<0A0U ?1 >O0U?L ,B: >V& " ,E=1?6 CU ZR +-0% @-?24 ?YD ,/>51 " KO0HR + #ZR R[g[l \S* paL' 9[S;n Nv <ni pISpE paL' Rv[ $)` paL' ha T )E "nS& F47< J4I( F47< &K5/+ 8[g * 4n 9'' u;JE S Rs)p] 3] a3^ 9[L'L <;) n[p Rti nH ,;) Rwm]pc '] Rl[s)[ ) Sn] KS u' p ; ptE * KS u3' p3 3] 9l[3s)[ p3al' *3 ")y nnv [ma +pas' )' <pTO nn3v :'' ,*3 n3[p R3ti nH ,;) ] ; /3l %p3 * :'[a3s [] <') K` R]pg` %p H)[H )' p|[i u;JE Q3S[E 3] 'p3 9 <[as) )' nTs) 8[g Qtf ,* 3[ s ; [ ;' <pTPTE [] )3 3] ; n3v p3f nv :'[as [ Rl[s)[ ; 9nl 9* * 9[L'L S _pwTE R][S*) 3a[S u;J3E <[3 R'* '' 9[w :'pL _pwTE [ '3] )n3S[E 3[ 3s ; [ ;' <pTPTE )' _pwTE S ; n R '[wTE u;JE )' 'v :;pO * R` <[ [ ; pPS' Rs <[ 'v :'[as pPS' RTzj` !$">.P( <') [ ; n[p Rl[s)[ . nMw' Rs[w;) :;pO )[Tw' ! 9pS qSp^` qSp^` :[Pw' Rs[v 9;) ; RaT]p` 8 9;) nv) +[v)[L 9pS qSp^` 9f ; 6'L RT[] Rs[v ~]) :ntS 9pS qSp^` qSp^` RMvqE 8 '* :[Pw' )[S'[as nMw' Rs[w;) :;pO )[Tw' ! 9pS qSp^` qSp^` :[Pw' Rs[v 9;) ; RaT]p` 8 9pS qSp^` qSp^` '* :[Pw' R Rs[w;) nv) <gw'

Upload
truonganh
Category

Documents
view
213
download
0

Embed Size (px):

Transcript of ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @...

Page 1: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Page 2: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

DSM- IV

1 . dyslexia2 .Mclaphine & Vaullas3. Kaplan & Sadock4. Multisensory approach5 . Halahan & Kafman6 . fernld7. Eilvard & Browen

Page 3: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

VAKT

1 . Garce Fernald2 . Stockdale3 . Visual & Auditory & Kinesthetic & Tactile4 . Schirmer

Page 4: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

1 . Williams2 . Brahms3 . Henry4. Jooler

Page 5: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

1 . Birsh

Page 6: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

DSM- IV- IR

WISC-R

1 .Dyslexia NAMA2. Bannatain3. Attention deficit hyperactivity disorder4. conduct disorder

Page 7: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

WISC-III

Page 8: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

-٪

–

Page 9: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Page 10: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Page 11: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Page 12: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

= . ×

1 . Hersen2 . Ogels3 . Loner4 . Bonesteel5. Effect Size6 . Becker

Page 13: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

010203040506070

Page 14: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Page 15: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Page 16: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Page 17: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

D-D

1 . Schirmer2 . Hoofer3 .Jooler4 . Nelson5 . Brahms6 . Phroston7 . Birsh8 . Lerner

Page 18: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

1 . Hairston2 . Caine3 . options and inputs4. Stillman5 . Dev, Doyle, & Valente6 . Churchill, Durdel, & Kenney7. Flood, Lapp, & Fisher8 . Joshi, Dahlgren, & Boulware-Gooden9 . O’Dea

Page 19: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

1 .Montessori2 . Kramer3 . Stockdale4 . Bannatyne, A. D., & Wichiarajote5 . Jensen6 . Lyons7 . Sousa

Page 20: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

ADHDLD.

Page 21: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Page 22: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

MBCT

Page 23: ZR CU ,U ZO0U?L ,B: >V& ,E=1?6 # ZR+KO0HR @ …jpe.atu.ac.ir/article_2146_5fa86aa71c5b463ed20231575c445651.pdf · 3] 9 l[3s)[ p3al' * 3 u3 ' p3 KS; ptE * u ' p

Bannatyne, A. D., & Wichiarajote, P. (1969). Hemispheric dominance,handedness, mirror imaging, and auditory sequencing. ExceptionalChildren, 36 (1) , 27-36

Birsh J (1999). Multisensory teaching of basic language skills.Baltimore7 Brookes. 23- 42

Hairston. W. Et. Al (2005). Altered temporal profile of visual–auditorymultisensory interactions in dyslexia. Exp Brain Res ,166: 474–480

Henry, K (2003). How people with dyslexia learn: Multiseneory. TheInternationl Dyslexia Association .

Hoofer, A. (2004). The effects of using a multisensory approach toimprove special student reading. Re- trieved April 30, 1-49

Lee A. Becker, (2000). Effect Size (ES).,http://web.uccs.edu/lbecker/Psy590/es.htm

Nelson, N. M., White-Traut, R. C., Vasan, U., Sil- vestre, J., Comiskey,E., & Meleedy-Rey, P. (2001). One-year outcome of auditory-tactilevi- sual-vestibular intervention in the neonatal inten- sive careunit: Effects of severe prematurely and central nervous system injury.Journal of Child Neu- rology, 16, 493-508 .

Shaywitz SE, Shaywitz BA, Pugh KR, Fulbright RK, Constable RT, Mencl WE, et al (1998). Functional disruption in the organization of thebrain for reading in dyslexia. Proc Natl Acad Sci U S A;95:2636 – 41.

Stockdale Margaret E. ( 2007) Teachers' use of sensory activities inprimary literacy lessons: A study of teachers trained in AcceleratedLiteracy Learning. University of South Florida. 19- 20

Williams, G. (2002). A study of the effects of multisensory writinginstruction on the written expres- sion of the dyslexic elementarychild. Retrieved April 30.