اثربخشي بازي‌هاي شناختي بر عملكرد خواندن دانش‌آموزان نارساخوان

Effect of Educational Interventions through Cognitive Plays on the Reading Performance of Dyslexic Students

زمينه و هدف: اختلال خواندن شايع‌ترين اختلال يادگيري است كه بيشترين حجم خدمات آموزشي ويژه و برنامه‌هاي مداخله‌اي تخصصي را به خود اختصاص مي‌دهد. هدف كلي اين پژوهش تعيين اثربخشي مداخلات آموزشي بازي‌هاي شناختي بر عملكرد خواندن دانش‌آموزان نارساخوان بود. روش‌بررسي: طرح پژوهش از نوع نيمه‌تجربي با پيش‌آزمون و پس‌آزمون و دورهٔ پيگيري (2ماه پس‌آز اجراي پس‌آزمون) بود كه 30 نفر از دانش‌آموزان نارساخوان پسر به‌طور غير‌تصادفي به‌عنوان نمونه انتخاب و به‌صورت تصادفي و به‌طور مساوي در دو گروه تجربي و كنترل قرار گرفتند. آموزش به كمك ابزار محقق‌ساخته در 25 جلسهٔ 1٫5 ساعته طي سه ماه بر روي گروه آزمايش اجرا شد. براي گردآوري اطلاعات، از مقياس هوشي وكسلر كودكان ويرايش چهارم و آزمون خواندن و نارساخواني نما استفاده گرديد. داده‌ها با استفاده از آمار توصيفي (ميانگين و انحراف معيار) و آمار استنباطي (تحليل واريانس با اندازه‌گيري مكرر) با نرم‌افزار SPSS23 تجزيه‌و‌تحليل شد. نتيجه‌گيري: مداخلات آموزشي بازي‌هاي شناختي مي‌تواند رويكرد درماني مؤثري در جهت بهبود عملكرد خواندن دانش‌آموزان نارساخوان باشد.

Background & Objective: Reading disorder is most common learning disability to which most of special education services and specialized intervention programs are allocated. Dyslexia represents one of the most common problems affecting children and adults; the prevalence in the United States is estimated to be 5% to 17% of school-age children, Dyslexia is believed to be caused by both genetic and environmental factors. Some cases run in families. It often occurs in people with attention deficit hyperactivity disorder (ADHD). Dyslexia is diagnosed through a series of tests of memory, spelling, vision, and reading skills. Dyslexia can result in low selfesteem, stress, behavioral problems, and underachievement. Yet, with appropriate support, children and adults with dyslexia can reach their potential. The aim of this research was to investigate the effect of educational interventions through cognitive plays on reading performance of dyslexic students. Methods: The study employed a two group pretest-posttest quasi-experimental design with follow up tests. Convenience sampling was used to recruit 30 male students with dyslexia. The participants were assigned to experiment and control groups in equal numbers. The participants in the control group received 25 sessions of 1.5 hour instruction. The measurement tools were Wechsler Intelligence Scale for children, fourth edition and reading and dyslexia test (NEMA), the Wechsler Intelligence Scale for Children (WISC). Repeated Measures Analysis of Variance (ANCOVA) was used to test the research hypotheses. Results: The analysis of data showed that training of the cognitive plays packages had an effective role in the improvement of reading performance of the dyslexic students. (p<0.001). Also, the results of covariance analysis showed that the training of the cognitive plays packages had the lasting effects on the improvement of reading performance in 10 areas of NAMA questionnaire in dyslexic students. Conclusion: Children need to have a few skills to be able to read fluently. These skills are neuro-psychological in nature and are obtained by children through experience, education and learning. Most children learn these skills automatically but children diagnosed with LD face many difficulties and need to be educated. The educational interventions through cognitive plays can be considered the effective therapeutic approach in the improvement of reading performance of the dyslexic students.