The effect of Mindfulness on Attention and Comprehension in Children with Specific Learning Disability with Impairment in Reading
Shahrooz Nemati, Rahim Badri, Zahra Khani-salavat
پژوهشهای علوم شناختی و رفتاری March 8, 2022 DOI: 10.22108/cbs.2020.124500.1433 (opens in new tab) via DOAJ
Summary
AI-generated from the abstractMindfulness training improved attention and reading comprehension in children with a specific learning disability with impairment in reading. In a quasi-experimental pre-test/post-test design with a control group, 30 students from special learning disability centers in Tabriz (2017-2018) were assigned to either a mindfulness intervention or a control group. Using the Continuous Performance Test and a cloze test, analysis of covariance showed significant improvements in attention and comprehension for the experimental group compared to controls. The authors suggest the program may also benefit other basic psychological processes and neurodevelopmental disorders.
Study at a glance
| Characteristics | Quasi-experimental pre-test post-test with control group Peer reviewed |
|---|---|
| Sample size | 30 |
| Population | Children with specific learning disability with impairment in reading, from special learning disability educational and rehabilitation centers in Tabriz |
| Intervention | Mindfulness training |
| Topics | Meditation |
| Keywords | Attention Comprehension Specific learning disability Training |
| Key finding | Mindfulness training significantly improved attention and comprehension in children with reading-specific learning disability compared to a control group. |
Abstract
The current research aimed to study the effectiveness of mindfulness training on attention and comprehension in children with a specific learning disability with impairment in Reading. To assess the impact of mindfulness therapy the quasi-experimental design titled pre-test post-test with a control group was used. In the same vein, 30 specific learning disabilities with impairment in reading students were selected through connivance sampling method from the special learning disability educational and rehabilitation centers in the city of Tabriz in 2017-2018. The Close test and Continuous Performance Test were used to gathering the data in pre and post-test. The experimental group was consisted of 15 participants and was matched with 15 typical students in the control group. Analysis with covariance (MANCOVA) revealed a significant difference between experimental and control groups. The experimental group had been improved in attention and comprehension as a result of the intervention. Results indicated that the program was successful in improved attention and comprehension as a dependent variable. it also could be used with other basic psychological processes related to specific learning disability and other neurodevelopmental disorders groups.