اثر بخشی آموزش بازی‌های شناختی شنیداری بر واج آگاهی دانش‌آموزان نارساخوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس کم توان ذهنی آموزش و پرورش استثنایی یزد

2 دانشیار گروه روان‌شناسی و آموزش پرورش کودکان استثنائی دانشگاه علامه طباطبائی تهران.

3 کارشناس ارشد روان‌شناسی و آموزش پرورش کودکان استثنایی دانشگاه علامه طباطبایی تهران.

چکیده

زمینه و هدف: اختلال خواندن شایع‌ترین اختلال یادگیری است که بیشترین حجم خدمات آموزشی ویژه و برنامه‌ای مداخله ای تخصصی را به خود اختصاص می‌دهد. هدف کلی این پژوهش تعیین اثربخشی مداخلات آموزشی بازی های شناختی شنیداری بر واج آگاهی کودکان نارساخوان بود.

روش بررسی: پنج دانش آموز با اختلال خواندن در پایه اول ابتدایی از یک کلینک زیر نظر آموزش و پرورش یزد به عنوان آزمودنی‌های شرکت کننده در پژوهش انتخاب شدند. طرح پژوهش، تک آزمودنی از نوع طرح چند خط پایه ای با آزمودنی های مختلف بود. برای تشخیص اختلال خواندن، از آزمون آگاهی واج شناختی و مقیاس تجدید نظر شده هوشی وکسلر کودکان استفاده شد. داده های مورد نیاز در شرایط مختلف خط پایه، مداخله، و پیگیری جمع‌آوری شد. در شرایط مداخله آزمایشی هر آزمودنی دست کم دوازده جلسه اثر بخشی آموزش بازی‌های شناختی شنیداری بر واج‌آگاهی کودکان نارساخوان به مدت 60-45 دقیقه دریافت کرد، اما در شرایط خط پایه و شرایط پیگیری هیچ یک از آنها آموزش بازی‌های شناختی شنیداری بر واج آگاهی کودکان نارساخوان را دریافت نکردند. مقایسه عملکرد آزمودنی‌ها در شرایط خط پایه، مداخله و پیگیری نشان داد که آموزش مستقیم آموزش بازی‌های شناختی شنیداری بر واج‌آگاهی کودکان نارساخوان مهارت خواندن هر پنج آزمودنی تأثیر مثبت داشته و این یادگیری در طول زمان پایدار مانده است.

نتیجه گیری : اثر بخشی آموزش بازی‌های شناختی شنیداری بر واج آگاهی کودکان نارساخوان در دوره ابتدایی تأثیر مثبت دارد و موجب افزایش مهارت خواندن در آنها می شود.

کلیدواژه‌ها

عنوان مقاله [English]

The effectiveness of teaching cognitive listening games on the phonology of dyslexic Students

نویسندگان [English]

  • marzyah zeini 1
  • Saeed Rezaei 2
  • Anbar Shokri 3
  • Mohammad Balouchi Anaraki 3
1 Expert with mental retardation in exceptional education in Yazd
2 Associate Professor, Department of Psychology and Education for Exceptional Children, Allameh Tabatabai University, Tehran.
3 Psychology and Education of Expetional Childern, Allameh Tabatabai University, Tehran.
چکیده [English]

Background and Aim: Reading disorder is the most common learning disorder that accounts for the largest number of special education services and specialized intervention programs. The overall purpose of this study was to determine the effectiveness of educational interventions in listening cognitive games on phonological awareness of dyslexic children Research. Methods:. Five students with reading disorders in the first grade of elementary school from a clinic under the supervision of Yazd Education were selected as participants in the study. The research design was a single subject of multi-line design with different subjects.
To diagnose reading disorder, phonological awareness test and revised Wechsler children's IQ scale were used. The required data were collected in different baseline conditions, intervention, and follow-up. In the case of experimental intervention, each subject received at least twelve sessions of effectiveness of listening cognitive games training on the vocabulary of dyslexic children for 45-60 minutes, but in the baseline and follow-up conditions, none of them received cognitive games training. They did not receive phonological hearing from dyslexic children. Comparison of subjects' performance in baseline, intervention and follow-up conditions showed that direct instruction in listening cognitive games had a positive effect on the vocabulary of reading dyslexic children of all five subjects and this learning remained stable over time.
Conclusion: The effectiveness of teaching cognitive listening games has a positive effect on the phonology of dyslexic children in primary school and increases their reading skills.

کلیدواژه‌ها [English]

  • dyslexic students
  • phonological awareness
  • auditory cognitive games
  • single subject research design

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  • تاریخ دریافت: 27 فروردین 1401
  • تاریخ بازنگری: 08 مرداد 1401
  • تاریخ پذیرش: 13 آبان 1401

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