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Clinical interviews and dictation tests, alongside WISC-R, identify affected students, while dictation-test data are analyzed using the Man-Whitney-Wilcoxon U test.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the purpose of the study on educational multimedia and dictation?","Question",{"text":63,"@type":64},"To examine the effects of educational multimedia in dictation and its role in improving dysgraphia in students with dictation difficulty.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students selected and grouped in the research?",{"text":68,"@type":64},"Students with dictation difficulty were selected from second-grade primary schools in Arak (2011–2012) using Poisson sampling, forming an experiment group of 20 and a control group of 19.",{"name":70,"@type":61,"acceptedAnswer":71},"What tools and statistical method were used to evaluate improvement?",{"text":72,"@type":64},"Clinical interviews, dictation tests, and WISC-R were used to distinguish students, dictation-test data were compiled, and the Man-Whitney-Wilcoxon U test (MWW) analyzed the 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Difficulty  \nEsmaeel Azimi  \nTarbiat Modares University, Iran  \nSaeed Mousavipour  \nArak University, Iran  \nAbstract  \nThe purpose of the present research is to study the effects of educational multimedia in dictation and its role in improving dysgraphia in students with dictation difficulty.  \nResearch methodology is categorized as being quasi-experimental. The statistical population of the study includes students with dictation difficulty of the second grade of primary schools of Arak in the 2011-2012 academic year. The population (including 39 students) is selected through utilization of Poisson sampling procedure. From the designated sample, 20 members are selected to be put in the experiment group and the remaining 19 members are put in the control group. Clinical interview, dictation test, and Wechsler Intelligence Scale for Children- Revised (WISC-R) are utilized to distinguish students with dictation difficulty from normal-progress students in learning disability center. Dictation test for data compilation and Man-Whitney-Wilcoxon U-Test (MWW) for data analysis are used. The findings of the study depict that the level of improvement of dysgraphia of those students who rely on educational multimedia in dictation has a positive statistical significance in comparison with those who rely on normal educational procedures (p\u003C .001) . Therefore, educational multimedia in dictation has a positive impact in improving dysgraphia in students with dictation difficulty.  \nKeywords: Educational multimedia; Dysgraphia; Special education; Dictation difficulty  \nIntroduction  \nLearning to read and write has utmost importance for human beings. Therefore, a large portion of educational system of any country is devoted to designation of educational methodson reading and writing learning practices. In linguistic hierarchical system, writing acquires the least attention (Agha-Babayee, Malekpour, & Abedi, 2011) and since it is considered to be an abstract activity, it is coped with serious difficulty by children. Writing is in direct correlation with lexical maintenance of topics, graphic manifestations, pictographic configuration of letters and words, effective utilization of stationeries and efficient memory (Savari, 2008) . In the meantime there exist students with dysgraphia problems even with normal levels of physical, mental, and intellectual status.  \nDysgraphia is one type of learning disability. In the 1980s, the National Joint Committee on Learning Disabilities (NJCLD) defines the term learning disability as:  \na heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to Central Nervous System Dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g. sensory impairment, intellectual disability, social and emotional disturbance) or environmental influences (e.g. cultural differences, insufficient/inappropriate instruction, psychogenic factors) it is not the direct result of those conditions or influences.  \nThe 2002 LD Roundtable produced the following definition:  \n\"Concept of LD: Strong converging evidence supports the validity of the concept of specific learning disabilities (SLD) . This evidence is particularly impressive because it converges across different indicators and methodologies. The central concept of SLD involves disorders of learning and cognition that are intrinsic to the individual. SLD are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes. SLD may occur in combination with other disabling conditions, but they are not due primarily to other conditions, such as intellectual disabi","cbCaipBFDMlwwriI","https://ap.wps.com/l/cbCaipBFDMlwwriI","pdf",641038,"English","# Abstract\n# Introduction\n## Writing and learning disabilities\n## Dysgraphia and definitions of learning disability\n## Role of educational multimedia in dictation","[{\"question\":\"What is the purpose of the study on educational multimedia and dictation?\",\"answer\":\"To examine the effects of educational multimedia in dictation and its role in improving dysgraphia in students with dictation difficulty.\"},{\"question\":\"How were students selected and grouped in the research?\",\"answer\":\"Students with dictation difficulty were selected from second-grade primary schools in Arak (2011–2012) using Poisson sampling, forming an experiment group of 20 and a control group of 19.\"},{\"question\":\"What tools and statistical method were used to evaluate improvement?\",\"answer\":\"Clinical interviews, dictation tests, and WISC-R were used to distinguish students, dictation-test data were compiled, and the Man-Whitney-Wilcoxon U test (MWW) analyzed the results.\"}]","The Effects of Educational Multimedia in Dictation and Its Role in Improving Dysgraphia in Students with Dictation Difficulty | PDF",1792089359,25]