اثربخشی توانمندسازی شناختی بر حافظه کاری کلامی و دیداری-فضایی دانش‌آموزان دارای اختلال خواندن دوره دوم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد گروه مشاوره، دانشکده علوم انسانی اجتماعی، دانشگاه اردکان، اردکان، ایران

2 استادیار گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، اردکان، ایران

3 گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران

چکیده

هدف: پژوهش حاضر با هدف اثربخشی آموزش توانمندسازی شناختی بر حافظه فعال و پردازش دیداری-فضایی دانش‌آموزان دارای اختلال خواندن دوره دوم ابتدایی انجام شد.
روش: روش پژوهش نیمه آزمایشی از نوع طرح پیش‌آزمون- پس‌آزمون با گروه کنترل و با روش نمونه‌گیری هدفمند بود. جامعه آماری پژوهش شامل کلیه دانش­آموزان دارای اختلال خواندن مشغول به تحصیل در مدارس عادی در شهرستان اردکان بود که در سال 1400-1399 مشغول تحصیل بودند. نمونه آماری پژوهش حاضر 24 دانش‌آموز بودند که به‌صورت تصادفی در گروه آزمایش (12 نفر) و گروه کنترل (12 نفر) قرار گرفتند. گروه آزمایش به مدت 9 جلسه 60 دقیقه‌ای آموزش توانمندسازی شناختی را دریافت کردند و گروه کنترل نیز در لیست انتظار باقی ماندند. جمع‌آوری داده‌ها بر اساس آزمون‌های حافظه فعال دانیمن و کارپنتر، تکلیف بلوک‌های کرسی انجام پذیرفت.
یافته‌ها: تجزیه‌وتحلیل داده‌ها با تحلیل کوواریانس نشان داد که آموزش توانمندسازی شناختی بر افزایش ظرفیت حافظه فعال (0.000>p ، 98/29=F، ۶۱۲/0=η²) و ادراک دیداری-فضایی (0.000>p، 65/22=F، ۵۴۴/0=η²) تأثیر معناداری داشته است.
نتیجه‌گیری: مطابق یافته‌های تحقیق می‌توان نتیجه گرفت که آموزش توانمندسازی شناختی در افزایش گنجایش حافظه فعال و ادراک دیداری- فضایی دانش‌آموزان دارای اختلال خواندن اثربخش است؛ بنابراین، آموزش توانمندسازی شناختی می‌تواند در کنار دیگر مداخلات مورد استفاده قرار گیرد تا بتوان مشکلات دانش‌آموزان دچار اختلال خواندن را کاهش داد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Cognitive Empowerment on Verbal and Visual-Spatial Working Memory of Students with Reading Disorders in the Second Year of Elementary School

نویسندگان [English]

  • Sara Abbasi 1
  • Fatemeh Behjati Ardakani 2
  • Sirus Mansoori 3
1 Master of Counseling Department, Faculty of Humanities & Social Sciences, Ardakan University, Ardakan, Iran.
2 Assistant Professor of Counseling Department, Faculty of Humanities and Social Sciences, Ardakan University, Ardakan, Iran
3 Department of Education , Arak University, Arak, Iran
چکیده [English]

Objective: The purpose of this study was to investigate the effectiveness of cognitive empowerment training on working memory and visual -spatial processing of students with dyslexia in the elementary second grade.
Method: The research method was semi-experimental from the type of pretest-posttest design with control group and purposive sampling method. The study's statistical population consisted all students with dyslexia who were studying at normal schools of Ardakan city, during 2021-2022. The statistical sample of this study was 24 students that, by using purposive sampling, were placed randomly in the experimental group (12 people) and the control group (12 people). The experimental group received cognitive empowerment training for 9 (60-minute) sessions and the control group remained in the waiting list. Data collection was performed based on Daneman and Carpenter working memory tests and Corsi-Block tasks.
Results: Data analysis with multivariate analysis of covariance suggested that cognitive empowerment training had a significant effect on increasing the capacity of working memory (P<0.000, F=29.98, η2= 0/612) and visual- spatial attention (P<0.000, F=22.65, η2= 0.544).
Conclusion: According to the study's results, it can be concluded that cognitive empowerment training is effective in increasing the capacity of working memory and visual-spatial attention of students with dyslexia. Therefore, cognitive empowerment training can be used along with other interventions to reduce the problems of students with dyslexia.

کلیدواژه‌ها [English]

  • Cognitive Empowerment
  • Working Memory
  • Visual-Spatial
  • Reading Disorder
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