The Effectiveness of Storytelling on Improving Auditory Memory of Students with Reading Disabilities in Marivan City, Iran

Authors

1 M.A of Clinical Psychology, Department of Psychology, Kurdistan Science and Research Branch, Islamic Azad University, Sanandaj, Iran.

2 Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.

3 Assistant Professor in Persian Language and Literature, Department of Persian Literature, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran.

Abstract

Background: Students with learning disabilities often encounter problems with their lessons due to the disorder in reading and writing and face to some challenging situation such as auditory and visual memory problem, sustaining attention, inhibiting impulses, motor coordination, auditory and visual perception and discrimination. The purpose of this study was to investigate the effectiveness of storytelling on auditory memory of students with reading disabilities of Marivan city, Iran.
Materials and Methods: The research method was quasi-experimental with pretest-posttest design with a control group. Sampling method was replaced in this study using an available sampling method on 30 students in two groups (15 experimental and 15 control people). The experimental group test abilities were trained in 12 one-hour session. Inclusion criteria were having a learning disorder (only dyslexic), third grade elementary school and having no other abnormalities and exclusion criteria were students who did not attend the regular sessions. Digit span subtest the Wechsler figures Fourth Edition were used to collect data. Collected data were analyzed by using SPSS version 21.0 software in two levels of descriptive and inferential statistics (ANCOVA).
Results: The results showed that 66% of participants were female, also, according to the parents' literacy level, the results showed that the highest level of fathers’ literacy was between high school and diploma (46.7%) as well as the highest level of mothers’ literacy was under diploma (50%). The results showed that storytelling had a significant impact on improving dyslexic students’ auditory memory (P<0.05).
Conclusion: Auditory processing is not only a skill, but it also includes a combination of skills that are basic to the processes of listening, communicating and learning, as well as higher level skills such as synthesis and integration of auditory and auditory memory which rely on healthy auditory processing system. The results of this study confirmed the effectiveness of storytelling on the aural memory.

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