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اثربخشی برنامه آموزشی حافظه فعال بر حافظه فعال واجشناختی و آگاهی واجی دانشآموزان نارساخوان: یک مطالعه نوروسایکولوژیک | ||
| عصب روان شناسی | ||
| مقاله 1، دوره 5، شماره 19، بهمن 1398، صفحه 25-40 اصل مقاله (817.59 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/clpsy.2020.48128.1456 | ||
| نویسندگان | ||
| الهام سادات ناجی* 1؛ محسن شکوهییکتا2؛ سعید حسنزاده3 | ||
| 1دکتری روانشناسی تربیتی، دانشگاه تهران، تهران، ایران | ||
| 2استاد روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران، تهران، ایران | ||
| 3دانشیار روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| مقدمه: هدف: پژوهش حاضر با هدف بررسی اثربخشی برنامه آموزشی حافظه فعال بر بهبود توانایی حافظه فعال واجشناختی و آگاهی واجی دانشآموزان نارساخوان انجام شد. روش: این پژوهش از نوع نیمهآزمایشی با طرح پیشآزمون- پسآزمون و گروه گواه بود. جامعه آماری پژوهش شامل تمام دانشآموزان پایه دوم و سوم تحصیلی بود که در مراکز ناتوانی یادگیری شهر تهران تشخیص نارساخوانی را دریافت کرده بودند و نمونه پژوهش شامل 30 نفر از آنها بود که با روش نمونهگیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش و گواه جایگزین شدند. ابزارهای پژوهش شامل مجموعه آزمون حافظه فعال برای کودکان (گثرکول و پیکرینگ، 2001) و آزمون آگاهی واجشناختی (سلیمانی و دستجردیکاظمی، 1389) بود. گروه آزمایش 16جلسه 30-35 دقیقهای آموزش حافظه فعال را دریافت کردند و گروه گواه، هیچ آموزشی را دریافت نکردند. یافتهها: داده های پژوهش با استفاده از روش آماری تحلیل کوواریانس (آنکوا) تحلیل شدند. نتایج نشان داد که نمرات پسآزمون گروه آزمایش نسبت به گروه گواه در هر دو متغیر تفاوت معناداری پیدا کرده است که نشاندهنده تاثیر برنامه آموزشی بر بهبود توانایی حافظه فعال واجشناختی و آگاهی واجی گروه آزمایش است. همچنین اندازه اثرهای به دست آمده تاثیر برنامه آموزشی را به خوبی تایید کردند. | ||
| کلیدواژهها | ||
| کلیدواژهها: آموزش حافظه فعال؛ حافظه فعال واجشناختی؛ آگاهی واجی؛ نارساخوانی | ||
| عنوان مقاله [English] | ||
| Effectiveness of Working Memory Educational Program on Phonological Working Memory and Phonemic Awareness in Dyslexic Students: A Neuropsychological Study | ||
| نویسندگان [English] | ||
| Elham Sadat Naji1؛ Mohsen Shokoohi-Yekta2؛ Saeid Hassanzadeh3 | ||
| 1.PhD in Educational Psychology, University of Tehran, Tehran, Iran. | ||
| 2Professor of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran. | ||
| 3Associate Professor of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran. | ||
| چکیده [English] | ||
| Aim: The purpose of the present study was to investigate the effectiveness of working memory educational program on enhancing Phonological working memory and phonemic awareness performance of dyslexic students. This study was Quasi-experimental design with pre-test and post-test. The statistical population was all the primary school students of 2 and 3 greads, with dyslexia who went to learning disorders centers in Tehran, 30 of them using convenience sampling and were assigned by random in experimental and control groups. The assessment tools included Working Memory Test Battery for Children (Gathercole & Pickering, 2001) and Phonological Awareness Test (Soleimani & Dastjerdi-Kazemi, 2010). The experimental group experienced the working memory educational program in 16 sessions, 30 to 35minutes. The obtained data were analyzed statistically by using of analysis of covariance (ANCOVA). Results showed significant differences between experimental and control group in both dependent variables at post-test. The results showed that training of working memory educational program improved Phonological working memory and phonemic awareness performance of dyslexic students. | ||
| کلیدواژهها [English] | ||
| Keywords: working memory training, phonological working memory, phonemic awareness, dyslexia | ||
| مراجع | ||
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