اثربخشی آموزش مداخله  شناختی بر عملکرد خواندن  دانش آموزان دبستانی نارساخوان

Subject Areas : All areas of language and translation

Saadi Garavand ¹ , Tayyebeh Khoshbakht ² , Akbar Azizifar ³ , Shahram Welidi ⁴

1 - Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran
2 - Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran
3 - University of Medical Sciences, School of Medicine, Ilam, Iran
4 - Department of English Language and Linguistics, Ilam Branch, Islamic Azad University, Ilam, Iran

Received: 2021-01-16 Accepted : 2021-03-28 Published : 2023-11-01

Keywords: نارساخوان, عملکرد خواندن, آموزش مداخله شناختی, دانش آموزان دبستان,

Abstract :

ناین پژوهش آزمایشی، اثربخشی آموزش مداخله  شناختی بر عملکرد خواندن  دانش آموزان دبستانی نارساخوان در ایران را مورد بررسی قرار داد. پژوهش، از نوع پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش، شامل تمامی دانش آموزان پسر و دختر پایه سوم  دبستان شهرستان کوهدشت بودند که از میان آنها 32 دانش آموز نارساخوان بین 8 تا 11 سال  با ضریب هوشی متوسط ​​بین 90 تا 110 به روش تصادفی به عنوان نمونه آماری انتخاب شده و  به طور مساوی به دو گروه کنترل و آزمایش تقسیم شدند. ابزارهای مورد استفاده در این پژوهش، هوش وکسلر کودکان(WISC)، آزمون نارساخوانی و خواندن (نِما) و برنامه آموزش مداخله شناختی بود. گروه آزمایش به مدت 10 هفته، این آموزش را دریافت کردند. آزمون (نما) در بین دانش آموزان برای اندازه گیری عملکرد خواندن آنها در پیش آزمون و پس آزمون انجام شد. آمار توصیفی و کوواریانس پس از آموزش مداخله شناختی در سطح 01/0  p˂، تفاوت آماری معنی داری بین گروه های کنترل و آزمایش نشان داد.نتایج همچنین نشان داد دانش آموزان گروه آزمایش که آموزش مداخله شناختی را دریافت کرده بودند، از نظر عملکرد خواندن بهبود پیدا کردند .نتایج نمونه آزمون t وابسته، همچنین،  نشان داد که آموزش مداخله شناختی بر عملکرد خواندن دانش آموزان نارساخوان به ویژه، خواندن کلمات، زنجیره ی کلمات، درک کلمات و درک مطلب اثربخش تر بود. این یافته ها به معلمان پیشنهاد می کند که تأثیر آموزش مداخله شناختی  بر یادگیری در کلاس را در نظر بگیرند و فعالیت های اثربخش تری را برای کمک به بهبود عملکرد دانش آموزان نارساخوان در اختلال خواندن را  به کار گیرند. 

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