اثربخشی روش آموزش چندحسی روسنر بر کاهش میزان اختلال نوشتن املاء دانش آموزان ابتدایی
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانیطاهره اولاد قباد 1 , زهرا عباسپور آذر 2 , جواد خلعتبری 3 , فرشته افکاری 4
1 - دانشجوی دکتری، علوم تربیتی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران
2 - استادیار، گروه روانشناسی تربیتی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران
3 - دانشیار، گروه روانشناسی تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تهران، ایران.
4 - استادیار، گروه علوم تربیتی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران.
کلید واژه: دانش آموزان, روش آموزش چندحسی, روسنر, اختلال املاء,
چکیده مقاله :
هدف: هدف پژوهش حاضر اثربخشی روش آموزش چندحسی روسنر بر کاهش میزان اختلال نوشتن املاء دانش آموزان ابتدایی شهر تهران بود.روش: طرح پژوهش نیمه آزمایشی و از نوع پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش آموزان دختر و پسر مدارس ابتدایی دوره سوم و چهارم مناطق 6 و 11شهر تهران در سال تحصیلی 98-1397 با تعداد 3123 نفر بود که از این تعداد 30 نفر به روش نمونه گیری خوشه ای چند مرحله ای انتخاب و بصورت گمارش تصادفی در دو گروه آزمایشی(15نفر) و کنترل( 15نفر) قرار گرفتند. ابزار پژوهش شامل آزمون املاء فلاح چای(1974)، پروتکل آموزش 9 جلسه ای روش چندحسی روسنر بود. تجزیه و تحلیل اطلاعات در دوسطح آمار توصیفی و استنباطی با استفاده از نرم افزار spss-21 انجام شد.یافته ها: نتایج نشان داد که روش آموزش چندحسی روسنر بر دانش اموزان دارای اختلال نوشتن املاء اثربخش بوده است 0/05)(P<.نتیجه گیری: بنابراین توجه به این روش چند حسی نقش مهمی در بهبود اختلال نوشتن بویژه املاء دانش آموزان دارد.
Purpose: The aim of this study was the effectiveness of Rossner multisensory teaching method on reducing the spelling disorder of elementary school students in Tehran.Methodology: The research design was quasi-experimental and pre-test-post-test with a control group. The statistical population of the study included all male and female primary school students in the third and fourth years of districts 6 and 11 of Tehran in the academic year of 2018-19 with 3123 students, of which 30 were selected by multi-stage cluster sampling. They were randomly assigned to experimental (n = 15) and control (n = 15) groups. The research instruments included the Falah Chai (1974) spelling test, Rossner's 9-session training protocol of the multisensory method. Data analysis was performed at two levels of descriptive and inferential statistics using spss-21 software.Findings: The results showed that Rossner's multisensory teaching method was effective on students with spelling disorders (0.05).Conclusion: Therefore, paying attention to this multisensory method has an important role in improving writing disorder, especially students' spelling.
Adam S. (2017). Boost your intelligence by developing multi-sensory study skills.
Altarac M. (2017). Prevalence of Learning Disability among United States Children with Asthma and Diabetes. Annals of epidemiology, 17(9), 746-747.
American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM5). Philadelphia: American Psychiatric Association; 2017.
Ashbaugh A. (2019). Multi-Sensory Techniques in Spelling Instruction: An Action Research Study for Students with Dyslexia, for inclusion in Masters Theses by an authorized administrator of Digital Commons @ Otterbein. For more information, please contact Otterbein
Bardford D. (2015). Using multisensory method and perceptual – motor method.
Dolatabadi F, Hassani F. (2014). The effectiveness of Rossner multisensory method on reading symptoms of dyslexic students, Thesis of Islamic Azad University, Central Tehran Branch - Faculty of Educational Sciences and Psychology. [Persian]
Esteki M, Zadkhot L. (2015). The effectiveness of combining multisensory teaching methods and sensory integration on the symptoms of reading and writing disorders in elementary school students. Child Empowerment Quarterly, 7 (1), 6-1.
Fletcher J M, Lyon G R, Fuchs L S, Barnes M A. (2017). Learning Disabilities, from Identification to Intervention, New York: The Guilford Press.
Graham S, Bollinger A, Olson C B. (2012). Teaching elementary school students to be effective writers. United States: Institute of education sciences.
Haghtalab T, Yazdani F, Aghaei A. (2015). Comparison of the effectiveness of Everton and Fernald's multisensory teaching methods on improving the writing disorder of Malayer's nonwriting students. Two Quarterly Journal of Cognitive Strategies in Learning: 3 (4); 84-71. [Persian]
Hoofer A. (2006). The effect of using a multisensory approach to improve special student reading. Judkins J, Dague H, Cope S. (2009). Handwriting in the Schools: Challenges and Solutions.
Kakavand A, Demarcheli N, Shir Mohammadi F. (2017). Comparison of the effect of Fernald and Everton-Gillingham multisensory methods on improving reading skills of dyslexic students. Journal of Learning Disabilities, 7 (1), 118-100. [Persian]
Khanjani Z, Mahdavian H, Ahmadi P, Hashemi T & et al. (2012). The effectiveness of Fernald's multisensory method on dyslexia in second grade elementary students in Tabriz (Case study). Psychology of Exceptional People, 2 (6), 135-157. [Persian]
Martins MR, Bastos JA, Cecato AT. (2013). Screening for motor dysgraphia in public schools. Journal de Pediatr (RioJ); 89:70-74.
Masterson JJ, Apel K. (2010). The spelling sensitivity score: Noting developmental changes in spelling knowledge. Assessment for Effective Intervention, 36(1), 231-270.
Molenda C, Bhavnagri N. (2013). Cooperation through movement education and children’s literature. Early Childhood Education Journal: 37(2), 153-159.
Monody A. (2011). Comparison of the effectiveness of Fernald's multisensory educational methods and computer-based education in reducing spelling problems and attitudes toward spelling of third and fourth grade elementary school students in Saqez. Master Thesis of Hamadan Azad University.[Persian]
Newmana, I. (2019). When saying ‘go read it again’ won't work: Multisensory ideas for more inclusive teaching & learning, Nurse Education in Practice, 34: 12–16.
Pakufteh N, Karimi P, Faramarzi F. (2017). The Effectiveness of Fernald Multisensory Method Training on Improving Spelling Learning Disabilities, 3rd International Conference on Humanities and Cultural Studies, Tehran, Community Cultural and Social Skills Empowerment Center.
Plaza M, Cohen H. (2004). Predictive influence of phonological processing, morphological, syntactic skill and naming speed on spelling performance. Brain and cognition, 55(2), 368-373.
Rains R, Jenny R, Catherine A, Kelly R, Durham L. (2008). The Evolution of the importance of multi-sensory Teaching techniques in elementary mathematics: Theory and Practice, Journal of Theory and Practice in Education, 4(2), 239-252.
Sadati Firoozabadi S, Abbasi Sh. (2017). The effectiveness of sensory-motor integration treatment on reading problems in students with learning disabilities. Learning Disabilities, 8 (2), 26-37. [Persian]
Source N. (2010). Design and production of spelling training media based on Fernald's multisensory model and study of its effect on reducing spelling problems. Master Thesis in Educational Technology. Islamic Azad University, Kermanshah Branch.
_||_