مقایسه اثربخشی دو رویکرد تقویت شناختی بر بهبود مهارت خواندن دانش‌آموزان نارساخوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، روان‌شناسی تربیتی، دانشگاه پیام‌نور، تهران، ایران.

2 دانشیار، گروه روان‌شناسی، دانشگاه پیام‌نور، تهران، ایران.

چکیده

هدف: هدف پژوهش حاضر، مقایسة اثربخشی آموزش آگاهی واج‌شناسی و توانمندسازی شناختی بر بهبود مهارت خواندن (سرعت خواندن، صحت خواندن، درک متن و آگاهی واج‌شناسی) دانش‌آموزان دارای اختلال یادگیری خاص با مشکل خواندن بود.
 
روش: روش پژوهش نیمه آزمایشی با طرح پیش آزمون و پس آزمون با گروه کنترل بود. جامعة آماری پژوهش، دانش‌آموزان نارساخوان پایه‌ی سوم و چهارم مقطع ابتدایی مراجعه‌کننده به مرکز اختلال یادگیری شهرستان کاشان (1403 ـ 1402) بود. با روش نمونه‌گیری در دسترس، تعداد 36 دانش‌آموز انتخاب و به صورت تصادفی در دو گروه آزمایش و یک گروه کنترل قرار گرفتند. برای یک گروه، آموزش آگاهی واج‌شناسی با کمک برنامة امین و برای گروه دیگر، توانمندسازی شناختی با کمک برنامة سام، هر کدام به مدت 12 جلسة 45 دقیقه‌ای اجرا شد. برای جمع‌آوری داده‌ها از آزمون تشخیصی سطح خواندن اصفهان (1384) استفاده شد. برای تحلیل داده‌ها از آزمون تحلیل کوواریانس چندمتغیره استفاده شد.
 
یافته‌ها: نتایج نشان داد که روش آموزش آگاهی واج‌شناسی بر بهبود مؤلفه‌های صحت خواندن، درک متن و آگاهی واج‌شناسی (0.05 >P) و توانمندسازی شناختی بر بهبود مؤلفه‌های سرعت خواندن، صحت خواندن، درک متن و آگاهی واج‌شناسی (0.05 >P) در دانش‌آموزان گروه آزمایش مؤثر بوده است.
 
نتیجه‌گیری: با توجه به نتایج به دست آمده، روش آموزش آگاهی واج‌شناسی و توانمندسازی شناختی باعث بهبود مهارت خواندن در افراد نارساخوان می‌گردد و می‌تواند به عنوان یک روش در درمان اختلال یادگیری توسط مشاوران و متخصصان به کار گرفته شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparing the Effectiveness of two Cognitive Training Approaches on Reading Skill of Dyslexic Students

نویسندگان [English]

  • Fateme Sarafrazi 1
  • Seyed Reza Mirmehdi 2
1 Master's Student, Field of Educational Psychology, Payam Noor University, Tehran, Iran.
2 Associate Professor, Department of Psychology, Payam Noor University, Tehran, Iran.
چکیده [English]

Aim: The purpose of the present study was to compare the effectiveness of phonological awareness training and cognitive rehabilitation in improving reading skills (reading speed, reading accuracy, text comprehension, and phonological awareness) of students with dyslexia.
 
Method: The research method was quasi-experimental, using a pre-test and post-test design with a control group. The statistical population consisted of dyslexic students in the third and fourth grades of elementary school who were referred to the learning disorder center of Kashan city (2023-2024). Using an available sampling method, 36 students were selected and randomly divided into two experimental groups and one control group. For one group, phonological awareness training was implemented using the Amin program, and for the other group, cognitive rehabilitation was implemented using the Sam program. Each program consisted of 12 sessions, with each session lasting 45 minutes. To collect data, the Isfahan Reading Level Diagnostic Test (2005) was conducted. Multivariate analysis of covariance was used to analyze the data.
 
Results: The results showed that the phonological awareness training method was effective in improving the components of reading accuracy, text comprehension, and phonological awareness (P<0.05). Cognitive rehabilitation was effective in improving the components of reading speed, reading accuracy, text comprehension, and phonological awareness (P<0.05) in the experimental groups.
 
Conclusion: According to the obtained results, both phonological awareness training and cognitive rehabilitation improve reading skills in dyslexic students. These methods can be used as effective treatments for learning disorders by counselors and specialists.

کلیدواژه‌ها [English]

  • Phonological Awareness
  • Cognitive Rehabilitation
  • Reading Skill
  • Dyslexia  
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