اثربخشی روش آموزش چندحسی روسنر بر کاهش میزان اختلال نوشتن املاء دانش آموزان ابتدایی
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانی
طاهره اولاد قباد
1
(دانشجوی دکتری، علوم تربیتی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران)
زهرا عباسپور آذر
2
(استادیار، گروه روانشناسی تربیتی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران)
جواد خلعتبری
3
(دانشیار، گروه روانشناسی تربیتی، واحد تنکابن، دانشگاه آزاد اسلامی، تهران، ایران.)
فرشته افکاری
4
(استادیار، گروه علوم تربیتی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران.)
کلید واژه: دانش آموزان, روش آموزش چندحسی, روسنر, اختلال املاء,
چکیده مقاله :
هدف: هدف پژوهش حاضر اثربخشی روش آموزش چندحسی روسنر بر کاهش میزان اختلال نوشتن املاء دانش آموزان ابتدایی شهر تهران بود.روش: طرح پژوهش نیمه آزمایشی و از نوع پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش آموزان دختر و پسر مدارس ابتدایی دوره سوم و چهارم مناطق 6 و 11شهر تهران در سال تحصیلی 98-1397 با تعداد 3123 نفر بود که از این تعداد 30 نفر به روش نمونه گیری خوشه ای چند مرحله ای انتخاب و بصورت گمارش تصادفی در دو گروه آزمایشی(15نفر) و کنترل( 15نفر) قرار گرفتند. ابزار پژوهش شامل آزمون املاء فلاح چای(1974)، پروتکل آموزش 9 جلسه ای روش چندحسی روسنر بود. تجزیه و تحلیل اطلاعات در دوسطح آمار توصیفی و استنباطی با استفاده از نرم افزار spss-21 انجام شد.یافته ها: نتایج نشان داد که روش آموزش چندحسی روسنر بر دانش اموزان دارای اختلال نوشتن املاء اثربخش بوده است 0/05)(P<.نتیجه گیری: بنابراین توجه به این روش چند حسی نقش مهمی در بهبود اختلال نوشتن بویژه املاء دانش آموزان دارد.
Purpose: The aim of this study was the effectiveness of Rossner multisensory teaching method on reducing the spelling disorder of elementary school students in Tehran.Methodology: The research design was quasi-experimental and pre-test-post-test with a control group. The statistical population of the study included all male and female primary school students in the third and fourth years of districts 6 and 11 of Tehran in the academic year of 2018-19 with 3123 students, of which 30 were selected by multi-stage cluster sampling. They were randomly assigned to experimental (n = 15) and control (n = 15) groups. The research instruments included the Falah Chai (1974) spelling test, Rossner's 9-session training protocol of the multisensory method. Data analysis was performed at two levels of descriptive and inferential statistics using spss-21 software.Findings: The results showed that Rossner's multisensory teaching method was effective on students with spelling disorders (0.05).Conclusion: Therefore, paying attention to this multisensory method has an important role in improving writing disorder, especially students' spelling.
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