The Effectiveness of Perceptual-Motor Exercises on Reading and Dictation Performance in Second-Grade Female Students at Primary School with Learning Disabilities in Tabriz

Abstract

Background and Objective: This study aimed to determine the effect of perceptual-motor exercises on reading and dictation performance in second-grade female students at primary school with learning disabilities in Tabriz.

Method: The research method is descriptive in terms of quasi-experimental type in which a pre-test-post-test research design with a control group was used. The statistical population included all second-grade female students at primary school with learning disabilities in Tabriz. The statistical sample was 20 students who were selected using the convenience sampling method and assigned randomly to the experimental and control groups. Perceptual-motor interventions were performed in 10 sessions by the researcher for the experimental group in two 45-minute sessions per week. The tools used included the educational package of exceptional education called timely intervention for education and rehabilitation of new students with general learning difficulties and reading diagnostic test. Research data were analyzed by analysis of covariance method. Software (SPSS) was used for data analysis.

Findings: Findings indicated that perceptual-motor exercises had an effect on reading speed and accuracy and dictation of students in the experimental group.

Conclusion: Calculated effect size on reading and dictation indicates the high effect of perceptual-motor exercises.