Effect of Cognitive Intervention Training on the Elementary School Students’ Reading Performance with Dyslexia
محورهای موضوعی : نشریه زبان و ترجمهSaadi 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
کلید واژه: reading performance, Cognitive intervention training, Dyslexia, Elementary school students,
چکیده مقاله :
This experimental study investigated the effectiveness of Cognitive Intervention Training on Iranian Elementary School Students’ Reading Performance with Dyslexia. This study was a pre-test and post-test research with a control group. The participants included male and female elementary school students in the third grade in Koudasht - Iran. Thirty-two dyslexic students with an average IQ between 90 to 110 were the sample in this study. They ranged in age from eight to eleven. They were randomly selected. The participants were equally divided into control and experimental groups. The instruments utilized in this study were Wechsler Intelligence Test for Children (WITC), Reading and Dyslexia Test (NEMA), and Cognitive Intervention Training Program. For ten weeks, this program was provided to the experimental group. The test (NEMA) was administered among students to measure their reading performance in pre-and post-tests. Descriptive statistics and covariance analysis showed a meaningful difference between the two groups after applying for the cognitive training at p ˂ 0.01. After receiving cognitive intervention training, experimental students improved their reading performance. The dependent sample t-test also revealed this program was influential in the students’ reading performance with Dyslexia, particularly, on reading words, chain words, words, and text comprehension components. The findings propose that teachers consider this program on different learning steps and prepare more effective activities to help students improve their performance on reading difficulties.
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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