اثربخشی آموزش راهبردهای فرادرک‌مطلب بر عملکرد خواندن دانش‌آموزان با اختلال یادگیری خاص

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

2 استادیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

3 دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

هدف: اختلال خواندن یکی از انواع رایج اختلال یادگیری است که به نقص در اکتساب مهارت‌های خواندن اشاره دارد. هدف پژوهش حاضر تعیین اثربخشی راهبردهای فرادرک‌مطلب بر عملکرد خواندن دانش­آموزان با اختلال یادگیری خاص در دوره ابتدایی بود.
روش: روش پژوهش حاضر، مورد منفرد با طرح A-B-A بود. به این منظور از میان دانش­آموزان 11 ساله که در سال تحصیلی 1400-1399 در مدارس شهر اصفهان مشغول به تحصیل بودند با روش نمونه‌گیری هدفمند، سه دانش‌آموز دارای اختلال یادگیری خواندن که ملاک‌های ورود به پژوهش را دارا بودند به‌عنوان نمونه پژوهشی انتخاب شدند. سپس، هر آزمودنی در مجموع در 11 جلسه 45 دقیقه‌ای مورد مطالعه و مداخله قرار گرفت. برای جمع‌آوری داده‌ها از ابزارهای مختلف شامل پرسش­نامه جمعیت شناختی، ماتریس­های پیش‌رونده ریون، آزمون خواندن و نارساخوانی نما (کرمی نوری و مرادی، 1384) استفاده شد. بعد از آن یافته‌های پژوهش با استفاده از روش‌های گوناگون شامل تحلیل دیداری، شاخص روند و شاخص ثبات، درصد داده­های همپوش و غیرهمپوش مورد تجزیه‌وتحلیل قرار گرفت. در تحلیل دیداری نمودار داده­ها، مداخله در هر 3 آزمودنی اثربخش بوده است. شاخص کل داده‌های غیرهمپوش آزمودنی‌ها 80 درصد، داده‌های همپوش 20 درصد، درصد بهبودی 16/10 و اندازه اثر کوهن 55/1 بود. این اثربخشی در مرحله پیگیری، همچنان مشهود بود.
یافته‌ها: نتایج این پژوهش نشان داد که آموزش راهبردهای فرادرک مطلب بر عملکرد خواندن هر 3 دانش‌آموز تأثیر معنا‌داری داشته است.
نتیجه‌گیری: بنابراین می‌توان نتیجه گرفت که آموزش راهبردهای فرادرک مطلب بر عملکرد خواندن دانش‌آموزان با اختلال یادگیری خاص مؤثر است و از این مداخله می‌توان در آموزش و درمان دانش‌آموزان با اختلال یادگیری خواندن بهره برد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of the training Metacomprehension Strategies on the Reading Function of Students with Specific Learning Disorder

نویسندگان [English]

  • Zahra Fahami 1
  • Ghasem Norouzi 2
  • Salar Faramarzi 3
1 1. M.A. Student, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2 Assistant Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan, Iran
3 Associate Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan, Iran
چکیده [English]

Objective: Reading disorder is one of the common types of learning disorder, which refers to acquisition deficiency of reading skills. The aim of the present study was to determine the effectiveness of the training metacomprehension strategies on the reading function of students with specific learning disorder in elementary school.
Method: The present research method was single case with A-B-A design. For this purpose, among the 11-year-old students who were studying in the schools of Isfahan city in the academic year of 2020-21, three students with reading learning disorder who met entering criteria were selected by using the purposeful sampling method as research samples. Then, each subject was studied and intervened in 11 sessions of 45 minutes. In order to collect the data, various tools were used including: the Demographic Questionnaire, Raven's Progressive Matrices, Nema Reading, and the Dyslexia Test (Karami Nouri and Moradi, 2014). After that, the research data were analyzed by using various method, including: the visual analysis, trend index and stability index, percentage of overlapping and non-overlapping data.  In the visual analysis of the data graph, the intervention was effective in all 3 subjects. The total index of non-overlapping data of the subjects was 80%, the overlapped data was 20%, the recovery percentage was 10.16 and the Cohen's effect size was 1.55. This effectiveness was still evident in the follow-up phase.
Results: The results of the present study showed that the training of the metacomprehension strategies had a significant effect on the reading function of all three students.
Conclusion: Therefore, it can be concluded that the training of the metacomprehension strategies is effective on the reading function of students with specific learning disorder and this intervention can be used in teaching and treating of students with reading learning disorder

کلیدواژه‌ها [English]

  • Specific Learning Disorder
  • Reading Learning Disorder
  • Elementary School Students
  • Reading Function
  • Metacomprehension
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