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Effect of the Augmented Reality Training Package on Reducing Dysorthography of Students with Specific Learning Disabilities
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Sahar Najafpour1   , Salar Faramarzi *1 , Javad Rasti2 |
1- Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2- Department of Biomedical Engineering, University of Isfahan, Isfahan, Iran |
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Abstract: (18 Views) |
| Objective: Dysorthographia is one of the most prevalent learning disabilities among elementary school students, accounting for 30% of all learning disabilities. This study aimed to investigate the effect of an augmented reality training package on reducing the dysorthography of students with specific learning disabilities. Method: This research employed a single-case experimental design with A-B-A framework and follow-up. Participants were selected purposefully from all female second grade elementary school students in Feriedan City during the academic year 2021-2022. Four students with dictation learning disorders were purposefully selected according to the inclusion criteria. Data were collected using Raven’s Progressive Matrices, a dictation diagnosis test, and dictation error analysis method. The training sessions were conducted over two months (seven weeks, 20 sessions). The sessions included four preliminary sessions (the observation phase), 12 middle sessions (the intervention phase), and four final sessions (the follow-up phase). Data were analyzed by graphing and examining stability and trend envelopes. The effect of the independent variable on the dependent variable was evaluated using in-situ and ex-situ analysis method. Results: The results revealed that the percentages of non-overlapping data (PND) and overlapping data (POD) between baseline and intervention phases for the four subjects were 100% and 0.00, respectively. The improvement percentage and effect size (Cohen’s d) in the intervention phase (B) compared to the baseline (A) were 21.14% and 0.80, respectively; Additionally, the improvement percentage and effect size in the follow-up (A) compared to the baseline (A) were 22.20% and 1.00, respectively. Conclusion: It can be concluded that the augmented reality training package is effective in reducing dysorthographia in students with specific learning disabilities. Therefore, therapists, educators, and counselors are recommended to utilize this package in their interventions. |
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| Keywords: Specific Learning Disorder, Dysorthography, Augmented Reality Software |
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Full-Text [PDF 800 kb]
(21 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2022/05/14 | Accepted: 2026/06/19 | Published: 2026/06/5
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