ساخت و هنجاريابي ابزار تشخيصي اختلال يادگيري ويژة خواندن

The construction and standardization of diagnostic tool of reading disorder

اين پژوهش با هدف بررسي اثربخشي برنامه داوسون-گويير بر بهبود توجه، حافظه فعال و بازداري رفتاري دانش آموزان نارساخوان انجام شد. روش پژوهش شبه آزمايشي با طرح پيش آزمون- پس آزمون با گروه گواه بود. جامعه آماري پژوهش را تمام دانش آموزان نارساخوان دوره ابتدايي شهر اردبيل در نيمه اول سال تحصيلي 1397-1398 تشكيل مي دادند كه از آن ها 30 نفر به روش نمونه گيري در دسترس انتخاب و در دو گروه 15 نفري (آزمايش و گواه) بطور تصادفي جايگزين شدند. گروه آزمايش هشت جلسه يك ساعته برنامه آموزشي داوسون-گويير را دريافت كردند. به منظور گردآوري داده ها از پرسشنامه درجه بندي رفتاري كاركردهاي اجرايي (BRIEF) استفاده شد. تحليل داده ها با استفاده از آزمون تحليل كوواريانس چندمتغيره (MANCOVA) با نرم افزارآماري SPSS20 صورت گرفت. يافته ها نشان داد برنامه داوسون-گويير تاثير معناداري بر بهبود توجه، حافظه فعال و بازداري رفتاري دانش آموزان نارساخوان پايه دوم دارد (p>0/01). نتايج حاصله تلويحات مهمي در زمينه آموزش و خدمات مشاوره اي به عنوان بخشي از درمان براي دانش آموزان نارساخوان ارايه مي دهد.

The purpose of the current study was to construct and standardize the diagnostic tool of reading disorder. The project was a descriptive (factor analysis) study. All 6 to 12 years old students in the academic year of 2017-2018 who referred to learning disabilities center in Tehran comprised the statistical population of the group with reading disorder and the statistical population of the normal group was all primary and secondary school girls aged between 6 to 12 in the academic year of 2017-2018 in the second district of Tehran. Sixty one students were selected by convenience sampling from the group with reading disorder and 97 subjects were selected by multi-stage random sampling from the normal group and a diagnostic test for reading disorder (including Kim Karad Visual Memory, Frostig Fourth Subtest, Drawn Visual Memory Sequence, Wopman Audit Diagnosis, Cattell Fifth Intelligence Subtest, and Wechsler Intelligence Numerical Memory Subtest for Children) was performed on the participants. Cronbach's alpha method was used to check the reliability of the test and to investigate the separation validity and construct validity, T-Hatling method and factor analysis were used. Factor analysis results showed that the diagnostic tool for reading disorder includes three main factors: auditory sequence, visual perception, and auditory recognition, and the results of T-Hatling test showed a significant difference between the two groups. Cronbach's alpha coefficient for the normal group and the reading disorder group was 0.90, 0.89, and 0.86, respectively. Therefore, according to the results, it can be said that the diagnostic tool for reading disorder is a reliable and steady tool for the assessment and screening of student with the reading disorder.