An Electronic Program based on The Quality Matters ™ Rubric Standards (QM) and its Impact on Reading Achievement and Executive Functions among Students with Reading Disabilities and Attention Deficit and Hyperactivity Disorder

Hamzah  Alawamreh

doi:10.35516/hum.v49i5.2816

Authors

Hamzah Alawamreh The World Islamic Science & Education University, Jordan.

DOI:

https://doi.org/10.35516/hum.v49i5.2816

Abstract

The present study aims at investigating the impact of an electronic reading program based on Quality Matters (QM) on reading achievement and executive functions among students with reading disabilities and attention Deficit and hyperactivity disorder.

The population of the study included all third grade students reading disabilities and attention Deficit and hyperactivity disorder in Asir region. The sample of the study contained seven students who were purposively selected to participate in the experiment.

The researcher has prepared a test to measure the students’ reading achievement and executive functions. The test was developed through reviewing the relevant literature of the topic being studied and consulting the experts in special education, psychology and educational measurement. The validity and reliability of the test were ensured as well.

In addition, the researcher developed an electronic reading program for developing reading achievement and executive functions of students with reading disabilities and attention Deficit and hyperactivity disorder. The program was developed to fulfill the needs of the students at this particular age. The present study used the quasi-experimental design to examine the impact of the electronic program on reading achievement and executive functions. For the statistical purpose, Wilcoxon Test were utilized to answer the Study questions. The results of this study revealed that there was a statistically significant difference between the Pre and post measurement in reading achievement and executive functions; this difference was in favor of post measurement.

Downloads

Download data is not yet available.

References

Abu Shaisha, A. (2005). Biochemical Basis of Psychiatric and Neurological Diseases. Egypt: Faculty of Science Press, Beni Suef University.

Ahmed, A. (2009). effectiveness of some multiple intelligence activities in improving achievement in learning reading for children with learning disabilities. Childhood Studies, 12 (42), 47-74.

E-learning. (2016). Video clip: What is the Quality Matters, accessed 1/9/2019 at: Htrrs: // www. YouTube. Com / watch? V = fswbukwo

Junaidi, A. (2017). Executive Functions and their Relation to Achievement Motivation and Academic Achievement among Middle School Students with Learning Disabilities. Arab Educators Association, 1 (90), 159-193.

Al-Hassan, Abdul Razzaq. (2017). The impact of a training program to develop visual perception skills and measure its effectiveness in reading achievement for students with learning disabilities. Journal of Educational Sciences, 25 (2), 176-209.

Al-Halili, M. (2007). Of Saudi children with hyperactivity and distraction. Saudi Al-Watan newspaper, p (2432), year (7).

Al-Sarsi, A.; Hassan, W., & Al-Buhairi, M. (2015). Some executive functions and their relation to anxiety in a sample of children with attention deficit and hyperactivity disorders. Journal of Scientific Research in Education, 16 (3), 104-127.

AL-shahri, W. (2013). Suggested training program to develop the skills of designing physics courses electronically in light of (QM) standards for secondary teachers. unpublished PhD thesis, King Khalid University, Saudi Arabia, Abha.

Al-Afifi, M. (2009). The effectiveness of peer tutoring in improving the reading achievement and social skills of students with learning disabilities. unpublished PhD thesis, University of Jordan, Jordan, Amman.

Omar, A.; Abd al-Majid, A.; Faraj Allah, W., & AL-Shahri, M. (2018). Designing an electronic course for environmental education in the light of the Quality Matters Standards (QM) and its effect on knowledge achievement, skills development and environmental ethics for students of the Faculty of Education at King Khalid University. Journal of the Faculty of Education, 3 (34), 453-499.

Al-Omari, O. (2017). The impact of the exploration strategy on reading achievement and improving the skills of reverse thinking and fluency in writing among the tenth grade students in Jordan. unpublished Master Thesis, The Hashemite University, Jordan, Zarqa.

Al-Qahtani, M. (2010). Disorders accompanying attention deficit and hyperactivity disorder for school-age children in schools in Saudi Arabia. Unpublished Master Thesis, University of Damascus, Syrian Arab Republic, Damascus.

Mojawer, A. (2015). Attention deficit and hyperactivity disorder in children and adults. Oman: Dar Al-Fikr Publishers and Distributors.

Muhammad, A. (2015). Attention deficit disorder with hyperactivity and its relation to social withdrawal and self-esteem in a sample of learning disabilities. Al-Azhar University Journal, 166 (3), 1-64.

Muneeb, T.; Zaki, D., & Ismail, N. (2018). Suggested training program based on executive functions in treating some disabilities in learning mathematics among children, Center for Psychological Guidance, 55 (1), 241-295.

Nada, Ahmad. (2009). Learning Disabilities. Oman: Al-Warraq Institution for Publishing and Distribution.

AL-waqfi, R. (2015). Theoretical and practical learning disabilities, Amman: Dar Al-Masirah for Printing and Publishing.

Youssef, Y.; Rizk, M., & Mahmoud, E. (2016). The effectiveness of a program based on executive functions to develop reading comprehension with learning disabilities from primary school pupils. Educational, Psychological and Environmental Information Center, 16 (1), 119-162.

Barkley, R.(1997). Sense of Time in Children with ADHD, Journal of the International Neuropsychology Society, 1(1), 359-369.

Benedetto, N., & Tannock, R. (1999). Math Computation, Error Patterns and Stimulant Medication Effects in Children With ADHD. Journal ofAttention Disorder, 3(1), 121-134.

Biederman, A. (2004). Impact of Executive Function Deficit and Attentiondeficit HyperActivity Disorder on Academic Outcomes in Children. Journal of Counciland Clinical Psychology, 72(1). 757-766.

Chung, H.; Liu, H.; McBride, C.; Wong, A., &Lo, J. (2017). How Socioeconomic Status, Executive Functioning and Verbal Interactions Contribute to Early Academic Achievement in Chinese Children. Educational Psychology, (37)4, 402-420.

Firat, T. (2019). Effects o f the TWA Strategy Instruction on Reading Comprehension o f Students with Learning Disabilities. Educational Elesearch Quarterly, (2) 43, 24-54.

Galtiers, C., & Thomas, L. (2002). Brain of aworking memory training program of learning disabilities. amaster thesis, university of Toronto, usa, caanda.

Hosseinkhanzadeh, A.; Latif, M., & taher, M. (2018). Comparison of the Effectiveness Computer-Assisted Working memory rehabilitation and Multi-Sensory Method on Improvement Executive Functions of Students with Dyslexia. Educational Elesearch Quarterly, (8)29, 35-60.

Jaime, N.; James. M, & Rachel, S. (2015). Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder. Journal of pedagogy.(1)6, 95-121.

Katrina, G., & Patricia, M. (2017). The Effects of Repeated Readings on the Reading Performances of Hispanic English Language Learners with Specific Learning Disabilities. Journal of International Special Needs Education, (1)20, 1-13.

Lynn, M. (2007). Executive function in education from theory to practice. London: The Guilford Press.

Marquart, M. (2003). Metamemory in electrical injury patients:Impact of depressive symptoms and executive functions. Unpublished PhD Thesis , Illinois Institute of Technology, USA, Chicago.

Marshall, M.; Handwerk, L., & Hall, J. (1997). Comparing theAcademic Performance of Children with ADHD. Journal of LearningDisabilities, 1(1), 635-642.

Moin,N.; Gandomani, R., & Amiri, M. (2018). The Effect of Neurofeedback on Improving Executive Functions in Children With Attention Deficit/Hyperactivity Disorder. Journal of Rehabilitation, (3)19, 220-227.

Nathan, A. (2009). The impact of executive function skills on writing: A comparison of fifth grade students with learning disabilities and students with typical development. Unpublished PhD Thesis, University of Nevadu, USA, Reno.

Quality Matters. (2019). Specific Review Standards from the QM Higher Education Rubric. Sixth Edition:

https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf

Rabiner, D., & Maloneret, E. (2004). The Impact of Tutoring on EarlyReading Achievement in Children With and Without Attention Problems. Journal of Abnormal Child and Psychology. 32, 273-284.

Rabiner, D. (2005). A New Way of Looking at ADHD, Barkley’s Theory. Retrieved March 20, 2019 from: http://www.helpforadd.com/monitor.pdf.

Tirosh, E., & Cohen, E. (1998). Language Deficit with Attention–Hyperactivity Disorder. A prevalent Co morbidityEarly Intervention for ADHD. Journal of Child Neurology, 13(1), 493-497.