اثربخشی بازی‌های زبان شناختی بر عملکرد خواندن دانش آموزان با نشانگان داون
محورهای موضوعی : سلامت نوجوانان
پروین دبیریان
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پرویز شریفی درآمدی
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محمد عسگری
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محمد پارسا عزیزی
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مجید ابراهیم پور
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1 - دانشجوی مقطع دکتری دانشگاه علوم تحقیقات
2 - دانشیار گروه روانشناسی و آموزش کودکان استثنایی دانشگاه علامه طباطبایی
3 - عضو هیئت علمی دانشگاه همدان
4 - استادیار گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه آزاد اسلامی واحد علوم تحقیقات، تهران، ایران.
5 - عضو هیت علمی دانشگاه آزاد واحد علوم تحقیقات
کلید واژه: بازی‌های زبان شناختی , عملکرد خواندن , نشانگان داون,
چکیده مقاله :
مقدمه: خواندن، یکی از مهارت‌های کلیدی در رشد شناختی و تحصیلی کودکان است که در کودکان با نشانگان داون اغلب با چالش‌های جدی همراه است. هدف این تحقیق تعیین تاثیر بازی‌های زبان شناختی بر عملکرد خواندن و مهارت‌های اجتماعی دانش آموزان با نشانگان داون بود
روش پژوهش: جامعه آماری شامل کلیه دانش‌آموزان دختر و پسر دارای نشانگان داون در پایه دوم تا چهارم مدارس ویژه شهر تهران در سال تحصیلی ۱۴۰۲–۱۴۰۳ (n=120) بود. با روش نمونه‌گیری هدفمند، ۴۰ نفر از این دانش‌آموزان انتخاب و به‌صورت تصادفی در دو گروه آزمایش (۲۰ نفر) و کنترل (۲۰ نفر) گمارده شدند. ابزار جمع‌آوری داده‌ها، پرسشنامه خواندن و نارساخوانی (نما) بود. گروه آزمایش در ۱۵ جلسه آموزش بازی‌های زبان‌شناختی شرکت کرد، در حالی که گروه کنترل مداخله‌ای دریافت نکرد. تجزیه و تحلیل داده ها با استفاده از نرم افزار SPSS و آزمون تحلیل کوریانس انجام شد.
یافته ها: تحلیل آماری نشان داد که بین نمرات عملکرد خواندن دو گروه در مرحله پس‌آزمون تفاوت معناداری وجود دارد (p<0.05) و بازی‌های زبان‌شناختی توانستند حدود ۳۱٪ از واریانس عملکرد خواندن را تبیین کنند.
نتیجه گیری: یافته‌ها نشان می‌دهند که بازی‌های زبان‌شناختی، با فعال‌سازی فرآیندهای واج‌شناختی، حافظه کاری و مهارت‌های زبانی، به‌طور معناداری عملکرد خواندن دانش‌آموزان با نشانگان داون را ارتقا می‌دهند. از این رو، طراحی و به‌کارگیری این بازی‌ها در مراکز آموزشی و توانبخشی کودکان با نیازهای ویژه می‌تواند به‌عنوان بخشی از مداخلات بالینی اثربخش توصیه شود.
Introduction: Reading is a key skill in the cognitive and academic development of children, often presenting significant challenges for those with Down syndrome. This study aimed to determine the impact of linguistic games on the reading performance and social skills of students with Down syndrome.Research Method: The statistical population included all male and female students with Down syndrome in grades 2 to 4 at special schools in Tehran during the 2023–2024 academic year (N=120). Using purposive sampling, 40 students were selected and randomly assigned to experimental (n=20) and control (n=20) groups. Data were collected using the Reading and Dyslexia Questionnaire (NAMA). The experimental group participated in 15 sessions of linguistic games, while the control group received no intervention. Data analysis was conducted using SPSS software and analysis of covariance (ANCOVA).Findings: Statistical analysis revealed a significant difference in reading performance scores between the two groups in the post-test phase (p < 0.05), with linguistic games explaining approximately 31% of the variance in reading performance.Conclusion: The findings indicate that linguistic games, by activating phonological processes, working memory, and language skills, significantly enhance the reading performance of students with Down syndrome. Therefore, the design and implementation of such games in educational and rehabilitation centers for children with special needs can be recommended as part of effective clinical interventions.
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