Investigating the Impact of Lexical Knowledge on Visuospatial Processing with Regard to Reading Comprehension and Multiplication/Division Operations in Elementary School Students with Mathematical Learning Disabilities
Keywords:
Lexical Knowledge, Reading Disorder, Mathematical Disorder, Visuospatial ProcessingAbstract
This study aimed to investigate the effect of lexical knowledge training on visuospatial processing in mathematical problem-solving among students with comorbid reading and mathematical disabilities, considering the role of reading comprehension and multiplication/division operations. A quasi-experimental pretest-posttest control group design was used. The statistical population included all sixth-grade students with learning disabilities in districts 5 and 18 of Tehran. Using simple random sampling, 20 students were selected and randomly assigned to experimental and control groups. Data were collected using the Stanford Diagnostic Reading and Mathematics Tests, including vocabulary, reading comprehension, computational, and conceptual subtests. The experimental group received a ten-session (90 minutes each) lexical knowledge training program designed to reduce reading and math difficulties, while the control group received no intervention. Data were analyzed using Analysis of Covariance (ANCOVA). Lexical knowledge training had a statistically significant effect on visuospatial processing among children with comorbid reading and mathematical disabilities (p ≤ 0.05). An increase in lexical knowledge led to a 93% improvement in visuospatial processing skills associated with mathematical problem-solving. Covariate variables (reading comprehension and multiplication/division operations) did not have a significant effect, indicating a direct impact of lexical training. The findings suggest that enhancing lexical knowledge as part of educational interventions significantly improves visuospatial abilities and mathematical performance in children with learning disabilities. Lexical-based programs can effectively strengthen cognitive and linguistic foundations necessary for mathematical problem-solving.
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