اثربخشی برنامۀ آگاهی واج شناختی چندرسانه ای بر آگاهی واج شناختی دانش آموزان با کنش وری هوشی مرزی
محورهای موضوعی : روان شناسی تحولیسمیرا سعیدی زارنجی 1 , سعید حسن زاده 2 , سوگند قاسم زاده 3
1 - گروه جغرافیا و برنامه ریزی شهری، دانشگاه محقق اردبیلی
2 - دانشیار، گروه روانشناسی کودکان استثنایی، دانشکده روانشناسی، دانشگاه تهران، تهران، ایران
3 - دانشگاه تهران
کلید واژه: برنامۀ آگاهی واج شناختی چندرسانه ای , آگاهی واج شناختی, عملکرد هوشی مرزی,
چکیده مقاله :
هـدف ایـن پژوهـش تعییـن میـزان اثربخـشی برنامـۀ آگاهی واج شـناختی چندرسـانه ای بـر آگاهی واج شـناختی دانش آمـوزان بـا کنش وری هـوشی مـرزی پایــه اول ابتــدایی بــود. روش ایــن پژوهــش تک آزمــودنی و بــه شیــوۀ خــط پایــه و جامعــۀ آمــاری دانش آمــوزان بــا کنش وری هــوشی مــرزی پایــۀ اول ابتــدایی در شــهر تهــران بــود کــه از میــان آنــان، دو دانش آمــوز دختــر دارای عملکــرد هــوشی مــرزی بــه شیــوۀ نمونه بــرداری هدفمنــد انتخــاب شــدند. یـکی از ایـن دانش آمـوزان دارای مشـکلاتی در خوانـدن بـود و دیگـری مشـکلی در خوانـدن نداشـت. سـپس، برنامـۀ آگاهی واج شـناختی طی 12 جلسـۀ 45 دقیقـه ای بـه آنـان ارائـه شـد. هم چنیـن، آزمودنی هـا در سـه مرحلـه، بـا آزمـون آگاهی واج شـناختی مـورد ارزیـابی قـرار گرفتنـد. نتایـج به دسـت آمـده از تحلیـل دیـداری داده هـا و شـاخص انـدازۀ اثـر نشـان داد کـه کنش وری هـر دو آزمـودنی در زیر مقیاس هـای آگاهی واج شـناختی در مرحلـۀ مداخلـه نسـبت بــه مرحلــۀ خــط پایــه افزایــش معنــاداری داشــت. بنابرایــن، بــه نظــر می رســد برنامــۀ آگاهی واج شــناختی چندرســانه ای بــر افزایــش آگاهی واج شــناختی دانش آموزان با کنش وری هوشی مرزی پایۀ اول ابــتدایی مؤثر است.
The purpose of the present study was to determine the effectiveness of the multimedia phonological awareness program on the phonological awareness of students with borderline intellectual functioning in the first grade. In this research, which was carried out as single-subject research and as baseline approach, the statistical population included female students with borderline intellectual functioning of the first grade in Tehran. Among them, two female students with borderline intellectual functioning were selected by purposive sampling. One of these students had reading problems and the other had none. Then, the phonological awareness program was performed for them during 12 sessions of 45 minutes. Additionally, the subjects were evaluated in three stages with the phonological awareness test. The results obtained from the visual analysis of the data and the effect size index indicated that the performance of both subjects in the subscales of phonological awareness increased significantly in the intervention stage compared to the baseline stage. Therefore, it seems that the multimedia phonological awareness program is effective in increasing the phonological awareness of students with borderline intellectual functioning in the first grade.
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