اثربخشي توان بخشي شناختي بر مهارت هاي خواندن و نوشتن در دانش آموزان مبتلا به اختلالات يادگيري

The effectiveness of cognitive rehabilitation therapy on reading and writing skills among students with learning disorders

هدف: پژوهش حاضر با هدف بررسي اثربخشي توان‌بخشي شناختي بر مهارت خواندن و نوشتن در دانش آموزان مبتلا به اختلالات يادگيري انجام شد. روش پژوهش: روش پژوهش شبه آزمايشي با طرح پيش‌آزمون، پس‌آزمون و پيگيري با گروه گواه بود. جامعه آماري دانش‌آموزان مبتلا به اختلالات يادگيري مقطع ابتدايي شهر اردبيل (98-97) بود. روش نمونه‌گيري در دسترس بود كه با استفاده از اين روش تعداد 50 نفر انتخاب و به دو گروه آزمايش و گواه تقسيم شدند. گروه آزمايش20 جلسه مداخله توان‌بخشي شناختي مبتني بر مدل سلسله مراتبي سولبرگ و مايتر (2001) دريافت كردند. براي جمع‌آوري داده‌ها از پرسشنامه خواندن و مهارت نوشتن كرمي و همكاران (1384) استفاده شد. براي تحليل داده از آزمون تحليل واريانس اندازه‌هاي تكراري و نرم‌افزار spss استفاده شد. يافته‌ها: نتايج نشان داد آموزش توان‌بخشي شناختي به طور معناداري موجب كاهش ميانگين نمرات اختلال خواندن (18/99=F، 0/001=P) و اختلال نوشتن (01/41=F، 0/001=P) در گروه آزمايش شده است و اين تأثير در مرحله پيگيري پايدار بود (0/05

Aim: This study aimed to assess the effectiveness of cognitive rehabilitation therapy on reading and writing skills among students with learning disorders. Methods: The research method was quasi-experimental with a pretest-posttest design with a follow-up and a control group. The statistical population of the study included the students of primary schools in Ardabil who had learning disorders (2018-2019). The convenience sampling method was used in this study, in which 50 people were selected using this method and were divided into experimental and control groups. The experimental group received 20 sessions of cognitive rehabilitation intervention based on the hierarchical model of Solberg and Mitter (2001). The reading and writing skills questionnaire of Karami et al. (2005) was used to collect the data. The repeated-measures analysis of variance (ANOVA) and SPSS software were used to analyze the data. Results: The findings indicated that cognitive rehabilitation training significantly reduced the mean of reading disorder sores (F = 18.99, P = 0.001) and writing disorder scores (F = 41.01, P = 0.001) in the experimental group. Also, this result was stable at the follow-up stage (P <0.05). Conclusion: The obtained results are indicating the impact of cognitive rehabilitation therapy on reading and writing skills among students with learning disorders. Accordingly, it is better for educational centers to use cognitive rehabilitation therapy to assist the development of reading and writing skills among students with learning disorders.