اثربخشی آموزش حافظه‌ی فعال بر بهبود مهارت خواندن دانش‌آموزان نارساخوان
محورهای موضوعی : روانشناسی تربیتی
فریده حمیدی
1
(دانشیار روانشناسی، گروه علوم‌تربیتی، دانشگاه تربیت دبیر شهید رجایی)
مرضیه فیاض‌بخش
2
(کارشناس‌ارشد روانشناسی تربیتی، گروه علوم‌تربیتی)
کلید واژه: نارساخوانی, مهارت خواندن, آموزش حافظه‌ی فعال,
چکیده مقاله :
در پژوهش حاضر، اثربخشی آموزش حافظه‌ی فعال بر بهبود مهارت خواندن دانش‌آموزان نارساخوان پایه دوم دبستان مورد بررسی قرار گرفت. طرح پژوهش، آزمایشی از نوع پیش‌آزمون ـ پس‌آزمون با گروه کنترل بوده است. بدین منظور از بین 195دانش‌آموز نارساخوان 60 دانش‌آموز به صورت تصادفی ساده انتخاب شدند و با جایگزینی تصادفی در دو گروه 30 نفری آزمایش و کنترل قرار گرفتند. برای سنجش عملکرد خواندن، از آزمون خواندن و نارساخوانی (نما) استفاده شد. پس از اجرای پیش‌آزمون، آموزش حافظه‌ی فعال در طی 26 جلسه به صورت انفرادی بر روی گروه آزمایش اعمال شد. داده‌ها با روش آمار توصیفی، آزمون t برای مقایسه میانگین‌های مستقل و آزمون غیر پارامتریک من ویتنی یو مورد تجزیه و تحلیل قرار گرفت. یافته‌ها نشان داد آموزش حافظه‌ی فعال سبب بهبود مهارت خواندن دانش‌آموزان نارساخوان گردید
In this study, the effectiveness of working memory training on improving reading skills in dyslexic primary school students was investigated. The research design was experimental with pretest-posttest control group .Based on Wechsler test, from among 195 students with dyslexic reading, 60 students were randomly assigned to an experimental and a control group, each with 30 students. In order to examine the reading performance of the participants, the reading and dyslexia test (NOMA) was used. Working memory training was performed for 26 sessions in the experimental group. To analyze the data, the researcher conducted an independent t-test and Mann-Whitney U analysis. The results showed that working memory training based on active memory improved dyslexic students` reading skill. Also, this method increased the skills of dyslexic students in each of the sub-tests
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