Determining and Comparing Signs of Specific Reading Disability in Monolingual and ‎Bilingual Students

Document Type : Original Article

Authors

Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, Central Tehran Branch, Islamic Azad University, Tehran, Iran

Abstract

Purpose:
The purpose of this study was to determine and compare the signs of reading learning disorder in bilingual and monolingual students.
Methods:
The research method was cross-sectional (descriptive-analytical). The study population included all bilingual and monolingual students in the third-grade elementary school students attending learning disorder centers in Tabriz and Tehran during the academic year 2019- 2020. Convenience sampling was used for selection of 50 individuals for each group. Data were collected through WISC-IV and reading test, then analyzed using multivariate of variance.
Results:
The results showed that the average scores of bilingual students in the sub-test of words reading (p<0.001), reading non-words, pseudo-words (p<0.001), calling pictures (p<0.001), categories fluency (p<0.001), and letters fluency (p=0.001) were significantly lower than the average scores of monolingual students. Additionally the results showed that the average scores of bilingual students in the sub-test of word chains (p<0.001) and elimination of sounds (p<0.001) were significantly higher than the average scores of monolingual students.
Conclusion:
In accordance to research findings, bilingual students had more problems in words reading, reading non-words, pseudo-words, calling pictures, categories fluency, and letters fluency compared to monolingual students.

Keywords

References

  1. Arabi A, Soltani A. Explaining the characteristics of desired teaching and learning methods of elementary curriculum in bilingual region from teachers’ point of view. Journal of Research in Teaching 2018; 6(1): 79-98 [Persian]
  2. Mahini F, Musaviyan F. Examining the lived experience of teachers and students of Shadegan elementary school about student’s bilingualism problems. Journal of Teaching and Learning Study 2022; 14(2): 239-257. [Persian]
  3. Maroofi Y, Mohammadiniya E. Relationship between bilingualism and critical thinking skills. Journal of Educational INNOVATIONS 2013; 12(45): 45-60 [Persian]
  4. Ozfidan B, Burlbaw LA. A literature – based approach on international perspectives of bilingual education. Journal of Educational Issues 2017; 3(2): 11-28.
  5. Shiralipour A, Nazari AM, Shakouri Z. Meta- analysis of the role of preschool education and bilingualism in academic progress. Journal of education science of Shahid Chamran University of Ahvaz 2013; 6(1): 137-154. [Persian]
  6. Dashti F, Mesrabadi J, Zavvar T. Profile of monolingual and bilingual students based on reading and writing problems. Journal of new thoughts on education 2017; 13(3): 187-219. [Persian]
  7. Pilling R, Donaldson L, Karas M, Leitch RJ, et al. Referral thresholds for an integrated learning disability eye care Pathway: a consensus approach. Eye London 2022; 36(4): 742-748.
  8. Brooks AD, Berninger VW, Abbott RD. Letter naming and letter writing reversals in children with dyslexia: momentary inefficiency in the phonological and orthographic loops of working memory. Dev Neuropsychol 2011; 36(7): 847-868.
  9. Adib PD, Sharifi Z, Mahmoodi NA. Comparison in reading ability and achievement between monolingual and bilingual fifth graders. Journal of Education 2016; 32(4): 67-84 [Persian]
  10. Mahmoodi MT. An investigation of reading literacy in monolingual and bilingual students in Chaharmahal Bakhtyari Province. Journal of Teaching and Learning research 2011; 6(28): 191-205 [Persian]
  11. Ansari S, Nikkhah M, Ahmadi P. Comparison of the prevalence and type of learning disorders among bilingual and monolingual students in Chaharmahal Bakhtiari state. Journal of new development in the psychology, educational science and education 2021; 37(4): 85-96. [Persian]
  12. Kikha S. Pourgolvi AH. Investigation and comparing the reading ability of monolingual and bilingual students of Zabul in connection with the Persian lesson of the elementary school and its relationship with academic achievement. Journal of Shabak 2019; 6(7): 49-57. [Persian]
  13. Lotfi P, Lotfi M. Investigation the effectiveness of bilingualism on the learning rate of bilingual students. The first conference on b study on reading proficiency of first grade students at Turkish- Persian bilingual and Persian ilingualism and education 2019.
  14. Yeung SS. Second language learners who are at risk for reading disabilities. A growth mixture model study. Research in developmental 2018; 7(80): 35-43.
  15. Kalantari R, Ramezani A, Khadivi A. A monolingual region. Journal of Language Research 2019; 11(33): 299-325. [Persian]
  16. Mesrabadi J, Rabavi R, Hatami J, Hashemi T. Meta- analysis of bilingualism cognitive academic outcomes. Journal of modern psychological research 2014; 9(34): 123-146. [Persian]
  17. Delavar A. Theoretical and scientific foundations of research in humanities and social sciences. 2009. Tehran. Roshd
  18. Abedi M, Sadeqi A, Rabiei M. Standardization of the Wechsler-Iv intelligence scale for children in Chaharmahal Bakhtiari State. Journal of psychological achievements 2015; 22(2): 99-116. [Persian]
  19. Hosaini M, Moradi A, Kormi Nouri R, Hassani J, Prhoon H. Reliability and validity of reading and dyslexia test. Advance in Cognitive Scenic 2016; 18(1): 22-34 [Persian]
  20. Korkmaz S, Goksuluk D, Zararsiz Mvn G: A Package for assessing multivariate normality. The R Journal 2014; 6(2): 151-162.
  21. Mahmoudzade Y, Toloeiazar A. Determining the level of Persian reading literacy of bilingual students and providing a suitable solution to improve this ability in primary school students of Mahabad city. The fourth national conference of Persian language teaching 2020.
Journal of Paramedical Sciences & Rehabilitation
Volume 13, Issue 2
July 2024
Pages 42-50

Files

Share

How to cite

Statistics