Comparison of Side Efficacy, Reading Disorder and Verbal Intelligence in Normal and Overactive Children
Negar Abdollahpour, Fahimeh Amoojavadi Langroudi, Abdollah Jalali
Abstract
Introduction & Objective: Side exclusion is one of the indicators of natural brain development and varies in brain developmental damage. Undoubtedly, reading is the most important and most complex educational activity of students in the years of the school's opening. One of the important cognitive components that is effective in reading performance is executive functions. The present study aims to compare the normal and overactive students with three variables of side effects, reading disorder, and verbal intelligence in girls of the third elementary school of Babolsar. Materials and Methods: In this study, the statistical population consisted of all elementary elementary school students of the third grade, who studied 135 children in two groups of normal and overweight children in Babolsar schools in the academic year of 2016-17. According to Cochran's formula, 100 people were selected by multi-stage random cluster sampling. The research method is a causal-comparative descriptive study with independent t-test. The data gathering tool, the questionnaire, the degree of supremacy of the Edinburgh Supremacy Assessment Checklist, were used to assess the verbal intelligence of the Wechsler Measurement Scale and to assess reading disability, reading and reading tests, Reza KaramiNoori and AlirezaMoradi. Whose validity and its success were confirmed in previous studies. The data was analyzed using descriptive and inferential statistics using SPSS 21 software. Results: Independent t-test results showed that there was a significant difference between reading and reading students in overactive and normal students. Also, the results obtained in the verbal verbal variable showed a significant difference between the two groups of normal students and Too active. (P≥ 0/05). Conclusion: Therefore, it can be concluded that considering the importance of attention deficit hyperactivity disorder (ADHD) in educational settings and the effect of learning children with these two disorders and tackling them and their families and School authorities with its problems, research into the side effects of these two disorders seem necessary.
