چارچوب مفهومی تدوین بسته آموزشی بازی‌های شناختی و عصب روان‌شناختی کودکان نارساخوان
محورهای موضوعی : پژوهش در برنامه ریزی درسینجمه دهقان 1 , محمد علی نادی 2 , سالار فرامرزی 3 , مژگان عارفی 4
1 - دانشجوی دکترا روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
2 - دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
3 - دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران.
4 - استادیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
کلید واژه: بازی‌های شناختی, بستة آموزشی, عصب روان‌شناختی, کودکان نارساخوان,
چکیده مقاله :
هدف کلی پژوهش، بررسی چارچوب مفهومی ساخت بستة آموزشی بازی‌های شناختی و عصب روان‌شناختی برای کودکان نارساخوان از طریق مؤلفه‌های شناختی و عصب روان‌شناختی نارساخوانی است. با استفاده از روش نمونه‌گیری در دسترس همة پژوهش‌های انجام گرفته از سال 2001 تا سال 2017 در داخل و خارج از کشور مورد بررسی قرار گرفت. داده‌ها به روش تحلیل مضمون و با استفاده از نرم‌افزار Nvivo بررسی شدند.تحلیل داده‌ها، 8 مضمون سازمان‌دهنده شامل: نقایص شناختی- ادراکی، نقص در مهارت‌های حافظه، نقص در توجه، نقص در پردازش واج‌شناختی، نقص در انسجام مرکزی، نقص در سرعت نامیدن و پردازش، نقص در مهارت‌های حرکتی و نقص در کارکردهای اجرایی را آشکار ساخت، همچنین 38 مضمون پایه نیز برای ساخت بستة آموزشی بازی‌های شناختی و عصب روان‌شناختی برای کودکان نارساخوان معرفی گردیده است. به‌منظور روایی و مناسب بودن مضامین مدل پیشنهادی، پرسشنامه‌ای طراحی و بین خبرگانی که دانش و تبحر در حوزة اختلالات یادگیری داشتند توزیع گردید و پایایی کدگذاری با استفاده از روش هولستی مورد تأیید قرار گرفت.
the general purpose of the research is analyzing a conceptual framework for building a educational package of cognitive and neuropsychological plays in children with dyslexia, through using cognitive and neuropsychological factors of dyslexia. Through using available sampling method, all researches performed up from2001 to 2017 have been analyzed. Data were analyzed using content analysis method and Nvivo software. Data analysis showed 8 organizing contents: Cognitive-perceptual deficits, deficit in memory skills, deficit in attention, and deficit in phonological processing, deficit in central cohesion, deficit in the naming and processing rate, deficit in motor skills and deficit in executive functions. Also 38 basic contents were appeared for building an educational package of cognitive and neuropsychological plays in children with dyslexia.In order to assess the validity and appropriateness of the proposed model a questionnaire was desined and distributed among the experts who had knowledge and expertise in the field of learning disorders and coding reliability was confirmed using the Holstee method.
Afsharian, N.,Yaryari, F., Amin Alraya, F., Ghelichy,M. (2015). To compare visual-spational abilities and memory in students with and without reading disorder. Journal of Exceptional children.Vol 14, No 4, PP:70-78. [persion]
Agarwal, Ch., Rustagi, Ch., Bhardawaj, A. (2014). Designing video Game for cognitive development in dyslexia people. International Journal of Information & computation technology.No 4, PP: 897-902.
Aghababaei,S, Malekpoor,M., Abedi, A. (2012). A comparison of executive function in children with and without splling learning disorder: performance on the NEPSY neuropsychology test. Clinical psychology.Vol 3, No 4, PP:35-40. [persion]
Aghajani,N., Khanzadeh, A., Kafi, M. (2015). Effectiveness of N-Back training software on working memory in students with dyslexia. Learning Disabilities.Vol 4, No 3, PP:121-127. [persion]
Ahangar Ghorbani,Z., Hossein Khanzadeh, A., Javid, M. (2015). The effectiveness of executive functions training on amelioration of behavioral disorders in students with dyslexia. Journal of Exceptional children.Vol 14, No 2. PP: 6-16. [persion]
Alipor,A.,Najmabadi,Z. (2014). The comparison of central coherence between children with dyslexia, dysgraphia, dyscalculia and normal children. learning Disabilities.Vol 3, No 3, PP:80-198. [persion]
American psychiatric association. (2013). Diagnostic and statistical manual of mental disorders (5 thed.). Arlington, VA: American psychiatric publishing.
Aminaee, F., Mousavi-nasab, M. (2014). The comparison of executive functions in student
with and without reading disorder. Advances in cognitive science. Vol 16, No 3, PP:54-60.
Aravena, S., Tijms, J., Snellings, P., molen, M. (2016). Predicting responsiveness to intervention in dyslexia using dynamic assessment. Learning and Indivitnal.No 49, PP: 209-215.
Baker, SF., Ireland, JL. (2007). The link between dyslexic traits, executive functioning, impulsivity and social self-esteem among an offender and non-offender sample. law and psychology.No 30, PP: 492-503.
Barton, GR., bankart, j., davis, AC. (2005). A comparison of the Quality of life of hearing Impaired people as estimated by three different utility measures. International Journal as Audiology,Vol 44,No 3, PP: 157-163.
Bavelier,D., Green, C. (2013). Seidenberg M.S. Cognitive development: Gaming your way out of dyslexia? Current biology No 33, PP: 282-283.
Biotteau,M., peran, P., vayssiere, N., Tallet, J., Albearet, J., chaix,Y. (2016). Neural changes associated to procedural learning and automatization process in developmental coordination disorder and/or developmental dyslexia. European Journal of paediatric neurology. No xxx, PP: 1-14.
Biotteau,M., Chaix, Y., albert,J. (2015). Procedural learning and automatization process in children with developmental dyslexia. Human movement science.No 43,PP: 78-89.
Bogdanowicz, k., lockiewicz, M., bogdaniwicz, M., pachalska, M. (2014). characteristics of cognitive deficits and writing skills of polish adults with developmental dyslexia. International Journal of psychophysiology. No 93, PP:78-83.
Boros, M., Anton, J., Georgel, C., Grainger, J.,Szwed, M., Ziegler, J. (2016). Orthographic processing deficits in developmental dyslexia: Beyond the ventral visual stream. NeuroImage.No 128, PP: 316-327.
Brambati,S., termine, C., Ruffine, M., Danna, M., lanzi, G., Stella,G,, (2006). Neuropsychological deficits and neural dysfunction in familial dyslexia. Brain Research.No 1113,PP: 174-185.
Buchan BD. (2009) The classification of reading disability subtypes and the efficacy to hemisphere specific stimulation.
Buchholz, J. davies,AA. (2008). Adults with dyslexia demonstrate Attentional orienting deficits. Dyslexia.No 14, PP: 247-270.
Cao, F., Yan, X., Wang, Z., Liu, Y., Gregory, J., Deng, Y. (2017). Neural signatures of phonological deficits in chinese developmental dyslexia. Neuro Image. No 146, PP: 301-311.
Castellar, E., All, A., Marez, L., looy, J. (2015). cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises. Computers & education.No 85, PP: 123-133.
Debska, A., luniewska, M., Chyl, K., Banaszkiewicz, A., zelechowska, A., wypych, M. (2016). Neural basis of phonological awareness in beginning readers with familial risk of dyslexia-Results from shallow or the graghy. Neuro Image.Vol 13, No 3,PP: 406-416.
Delavarian, M.,Afrooz,Gh.,Towhidkhah, F., Rasoolzadeh, S., Arjmandnia,A. (2016). The comparison of visual and auditory working memory between children at risk of dyslexia and normal readers: through designed neuro-cognitive program. Journal of learning Disabilities.Vol 5, No 2, PP: 43-55[persion]
Dillon, DG., pizzagalli,DA. (2007). Inhibition of action, though and emotion: A selective neurobiological review. applied and preventive psychology.No 12, PP: 99-114.
Durand,S., George, J. (2014).Supporting dyslexia in the programming classroom. Procedia computer science.No 27, PP: 419-430.
Eicher, J., Gruen, J. (2013). Imagine-genetics in dyslexia: connecting risk genetic variants to brain neuroimaging and ultimately to reading impairments. Molecular Genetics and metabolism.No 110,PP: 201-212.
Endlich, NA. (2001). An investigation of the nexus between strategic planning and organization learning. Dissertation for PHD. Title page for ETD etd- 5.1208-1516.
Facoetti, A., lorusso, M.L., paganoni, P., cattaneo, C., Galli, R., umilta, C. (2003). Auditory and visual automatic attention deficits in developmental dyslexia. cognitive brain research.No16,PP:185-191.
Facoetti, A., molten, M. (2001). The gradient of visual attention in developmental dyslexia, neuropsychologia.No 39, PP: 352-357.
Flesch, k. (2011). Evaluation of a cognitive play intervention in children with profound Multiple disabilities at a children home in south Africa. Faculty of social and behavioral sciences. P.O. box 1372.
Frye, R., liederman, J., malmberg, B., mclean, J., Strickland, D. (2010). Surface area accounts for the relation of gray matter volume to reading-related skills and history of developmental psychology.Cerebral cortex November.No 15, PP: 7-12.
Gabay,Y., Holt, L. (2015). Incidental learning of sound categories is impaired in developmental dyslexia. Cortex.No 73,PP:131-143
Gori, S., Facoetti, A. (2014). Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia. Vision Research.No 99, PP: 78-87.
Gray, P. (2015). cognitive benefits of playing video Games. Available from: www.Alternativest to school.com.
Hakvoort, B., Leji, A., Setten, E., Maurits, N., Maassen, B., Zuijen, T. (2016). Dichotic listening as an index of lateralization of speech perception in familial risk children with and without dyslexia. Brain and Cognition.No 109,PP: 75-83.
Hallahan, DP., Nercer, CD. (2005). Learning historical perception. Executive summary. Retrieved 5 November from the world wide web.
Hamalainen, J., lohvansuu, K., Ervast, L., leppanen, P. (2015). Event-related potentioals to tones show differences between children with multiple risk factors for dyslexia and control children before the onest of formal reading instruction. International Journal of psychophysiology.No 95,PP: 101-112.
Heim,S., Marion,G., Elisabeth, M., Simon, B., Eickhoff, C., Helen,S. (2010). Cognitive levels of performance account for hemispheric lateralization effects in dyslexic and normally reading children. Journal of neurology.No 6, PP: 1346-1358.
Howley, M., Arrnold, E. (2005). Revealing the Hidden social code: social stories for people with Autictic spectrum disorders,landon: Jessica kingley.
Hutzler, KM., Jacobs, AM., wimmer, A. (2005). Perhaps correlational but not causal: No effect of dylexic readers magnocellular system on their eye movements during reading. Neuropsychologia. No 44,PP: 637-648.
Isenberg, JP., jalongo, M. (2010). why is play important? Cognitive development, language development, literacy development. Available from: http://www. education.com
Isenberg, JP., Quisenberry, N. (2002). Play is essential for all children, Association for child hood education international, Retrieved from the world wide web. Available from: http://www. Altavista.com
Jednorog, K., Gawron, N.,Marchewka, A., Heim, S., Grabowska, A. (2014). Cognitive subtypes of dyslexia are characterized by distinct patterns of grey matter volume. Brain Struct Funct. No 219,PP:1697-1707.
Kerr, J.M. (2001). The development of phonological awareness in African American inner-city kindergarten students. Unpublished doctoral dissertation, Department of curriculum and instruction.
King, N., Horrocks,C. (2010). Interviews in qualitative research London: sage.
Kirk, S.A., Gallagher, J.J, Anastasiow, N. J, Goleman, M.R. (2006). Educationg exceptional children. Boston: Houghton Mifflin.
Kita, Y., yamanoto, H., oba, K., Trasawa, Y., Moriguchi,Y., uchiyama, H. (2013). altered brain activity for phonological manipulation in dyslexia Japanese children. Journal of neurology.No 136,PP: 3696-3708.
Klingberg T. (2010). Training and plasticity of working memory. Trends in cognitive sciences.
Kooti, E., Shahsavarani, A. (2015). The neuropsychological theory of color vision in action: facilitation of dyslexia psyhconeurorehabilitation based upon psychoneuro-education. Biquarterly Journal of cognitive strategies in learning.Vol 3, No 5, PP:21-37. [persion]
Lai,A., Tsang,C., chan, A., lo, A. (2013).Writing to dictation and handwriting performance among chinese children with dyslexia: Relationships with orthographic knowledge and perceptual-motor skills. Research in developmental disabilities.No 34, PP: 3372-3383
Lallier,M., Thierry, G., Tainturier, M., Donnadieu, S., Peyring, C., Billard,C., Valois,S. (2009). Auditory and visual stream segregation in children and adults: an assessment of the amodality assumptiom of the sluggish attentional shifting, theory of dyslexia. Brain research.No 1302, PP:132-142.
Lerner,JW. (2003).Learning disabilities: theories, diagnosis, and teaching strategies (9thed) Boston: MA: Houghton Mifflin.
Lezak, MD., howieson,DB. Loring, DW. (2009). Neuropsychological assessment (4thEd). Newyork: oxford university press.
Liao,C., Deng, C., Hamilton, J., lee, C., wie,W., Georgiou, k. (2015). The role of rapid naming in reading development and dyslexia in chinese. Journal of experimental child psychology.No 130, PP: 103-122.
Malekian, F., Askari, B. (2013). Investigating the effect of multi-sensory games on decrease of male students dyslexia (based on goodman theory) specified for elementary school second grade in aligudarz city. Social and Behavior Sciences.No 82, PP:796-802. [persion]
Mannel, C., Mager, L., wilcke, A., Boltze,J., Kirsten, H., friederici, A. (2015). Working-memory endophenotype and dyslexia-associated genetic variant predict dyslexia phenotype. Available from: www.elsevier.com
Masoura, EV. (2006). Establishing the link between working memory function and learning disabilities. A contemporary Journal.Vol 4, No 2, PP: 29-41.
Mccoan, M., mustard,F., shanker, S. (2007). Early years study 2: putting science into action. Toronto, ON: council for early child development.
Moazemi, S., Dana, A., Farokhi, N., Goudarzi, K. (2016). Investigating the amplification of working memory using computer and its effectiveness on recovering the reading function and accuracy in tehrans dyslexic students at primary level. Research on Exceptional children.Vol 15, No 3, PP:19-22. [persion]
Moradi, M., Faramarzi,S., Abedi, A. (2014). The efficacy of phoneme plays on reading performance of dyslectic boy students. Knowledge & Research in Applied Psycholigy.Vol 15, No 4,PP:44-51. [persion]
Morken, F., Helland, T., Hugdahl, K., Specht, K. (2017). Reading in dyslexia across literacy development: A longitudinal study of effective connectivity. NeuroImage. No 144, PP:92-100. Dole,M.,Meunier, F., Hoen, M. (2014). Functional correlates of the speech-in-noise perception impairment in dyslexia: An MRI study. Journal of neuropsychologia.No 60,PP:103-114.
Nair,S., yusof,N., Arumugam, L. (2014). The effects of using the play method to enhance the mastery of vocabulary among preschool children. Journal of social and behavioral sciences.No 116, PP: 3976-3982.
Narimani,M., Nori, R., Abolghasemi, A. (2015). Comparison of the effectiveness of phonological awareness strategies and fernald multi-sensory to improve reading skill and comprehension of dyslexia students. Journal of learning disabilities.Vol 4,No 3.PP: 121-127.
Nittrouer, S., Lowenstein,P. (2013). Perceptual organization of speech signals by children with and without dyslexia. research in developmental disabilities.No 34,PP: 2304-2325.
Norton, Es., Black, JM., Stanley, LM., Tanaka, H., Gabrieli, JD., Sawyer, C., Hoeft, F. (2014). Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia. Journal of neuropsychologia.No 61, PP: 235-246.
Noureh darwishali,A., Ahadi, B., Abolghasemi,A., Bagerian, R. (2014). A comparison of different perception errors in children with and without learning disabilities. Journal of learning disabilities. Vol 3,No 2, PP:125-131. [persion]
Olofsson, A., ahl,A., Taube, K. (2012). Learning and study strategies in university students with dyslexia: implications for Teaching. Social and behavioral sciences.No 47, PP: 1184-1193.
Oraki, M., Heidari, SH. (2015). The effect of action video game on the visual selective attention of children with dyslexia. Social cognition, special Edition, winter. PP: 59-70. [persion]
Ortiz, R., Estevez,A., muneton, M., Domiguez, C. (2014).Visual and auditory perception in preschool children at risk for dyslexia. Research in developmental disabilities.No 35, PP: 2673-2680.
Park, H., lombardino, L. (2013). Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia. Research in development disabilities.No 34,PP: 2946-2958.
Petkov,C., Oconnor, K., Benmoshe,G., Baynes, K., sutter, M. (2005). Auditory perceptual grouping and attention in dyslexia. Cognitive Brain Research.No 24, PP: 343-354.
Peyrin, C., Lallier, M., Demonet,JF., pernet, C., Baciu, M., Bas, JF., Valdios, N. (2012). Neural dissociation of phonolodical and visual attention span disorders in developmental dyslexia: FMRI evidence from two case reports. Brain & language.No 120,PP: 381-394.
Pirkhaefi,A., Hassanvand, B., Azami, Y., Hassanvandi, S. (2016). The effectiveness of spatial organization and phonemic awareness on reading and writing of students with learning disorders. Journal of learning disabilities. Vol 5,No 2, PP:127-133. [persion]
Pourabbas vafa, H., Babapour, J., Khanjani, Z., Kazemiy, A. (2015). Effectiveness of practicing based on the reconstruction of the central nervous system on speed and attention of perceptual dyslexia. Journal of learning disabilities.Vol 4, No 4, PP:118-124. [persion]
Ramus, F & Ahissar, M. (2012). Developmental dyslexia: the difficulties to interpreting poor performance, and the importance of normal performance. Cognitive neuropsychology. Vol 29,No(1-2), PP: 104-122.
Reid, G(2003). Dyslexia: A practitioner's handbook. Third edition. John wiley & sons 1td.
Rendall, A., tarkar,A. (2015). Contreras-more H, loturco J, fitch H. Dificits in learning and memory in mic with a mutation of the candidate dyslexia susceptibility gene dyx1c1. Brain & language.No XXX,PP:XXX-XXX
Reynolds, C., Feltcher-Janzen, E. (2013).Handbook of clinical neuropsychology.Spring; Dec 19.
Reynolds. Cecil R. (2009). Hand book of clinical child neuropsychology ©. Springer science + Business media, third Edition.
Robertson, j., Bakker, DJ. (2002). The balance model of reading and dyslexia.InG.Reid and J. wearmoth(Eds.), dyslexia and literacy: theory and practice. Chichester.UK; Johnwiler and sons.pp: 99-114.
Santrock, JW. (2003).Psychology. text-book, 7th d.
Shaywitz, SE., Shaywitz, BA. (2006). Dyslexia (specific reading disability). Biological psychiatry.No 57, PP:1301-1309.
Shokoohi-yekta, M., Lotfi, S., Rostami, R., Arjmandnia, A., Motamed,N., Sharifi, A. (2014). The effectiveness of computerized cognitive training on the working memory performance of children with dyslexia. Audiol.Vol 23, No 3, PP: 46-56. [persion]
Snowling, I., Margaret B. (2012). Annual research Review: The nature and classification of reading disorders- a commentaty on proposal for DSM-5, Journal of child psychology and psychiatry. Vol 53, No 5, PP:593-607.
Snugs C. (2008). what is cognitive development? Available from: www.education.com
Stenneken,P., Egetemeir, K., korne, G. Muller, H. (2011). Schneider W, Finke. Slow perceptual processing at the core of developmental dyslexia: a parameter-baseed assessment of visual attention. Neuropsychologia.No 49, PP: 3454-3465.
Sterr, AM. (2004). Attention performance in young adults with learning disabilities. Learning and individual differences.No 14, pp: 125-133.
Swansol,LH., Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of exceptional child psychology. Vol 96, No 4, PP:249-283.
Tajik,S., Adelghahraman, A., Tahaie,A., Hajiabolhassan, F., Karimi,J., Jalaie, S. (2012). Deficit of auditory temporal processing in children with dyslexia-dysgraphia. Audiol.No 21, PP: 76-83. [persion]
Tomboer,P., Vorst, HCM., Ghebreab, S., Scholte, H. (2016). Machine learning and dyslexia: classification of individual structural neuro-imaging scans of students with and without dyslexia. Neoro-Image clinical,No 11,PP: 508-514.
Trecy, M., stevem, M., Martine, P. (2013). Impaired short-term memory for order in adults with dyslexia. Research in developmental disabilities.No 34, PP: 2211-2223.
Ullman,T., Pullam, M. (2015). A compensatory role for declarative memory in neurodevelopmental disorders. Nouroscience and Biobehavioral Reviews.No 51, PP: 205-222.
Valera, E., seidman,LJ. (2006). Neurobiology of attention deficit hyperactivity disorder in preschooller. Infants and young children.Vol 19,No 2, PP: 94-108.
Vidyasagar,TR., pammer, K. (2010). Dyslexia: a deficit in visuos patial attention, not in phonological processing. Trends in cognitive science. No14,PP: 57-63.
Xu, M., yang, J., Siok, W., Ta, L. (2015). A typical lateralization og phonological working memory in developmental dyslexia. Journal of Neurolinguistics.No 33,PP: 67-77.
Yang, X., meng, X. (2016). Dissociation between exact and approximate addition in developmental dyslexia. Research in developmental disabilities.No 56, PP: 139-152.
Zapirain, B., chimeno, y., saralegui, T., Ruanova, B., Martinez, R. (2016).Differences in effective connectivity between children with dyslexia, monocular vision and typically developing readers: ADTI study. Biomedical signal processing and control.No 23,PP:19-27.
Zhou, y., Chang, C., law, A., li,T., Cheung, A., Wong,A., Shu,H. (2014). Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia. Journal of experimental child psychology.No 122, PP: 75-91.
_||_