اثربخشي تكنيك كلمات هم‌خانواده بر كاهش خطاهاي املايي ناشي از دشوار‌‌ي‌هاي الفباي زبان فارسي در دانش‌آموزان پايه چهارم ابتدايي

The effectiveness of etymology of words to reduce spelling errors due to difficulties in the alphabet of Persian language in 4th grade elementary students

پژوهش حاضر به‌منظور بررسي تأثير تكنيك كلمات هم‌خانواده بر كاهش خطاهايي املايي ناشي از دشواري الفباي زبان فارسي در پايه چهارم ابتدايي انجام گرفت. جامعه آماري در اين پژوهش شبه‌آزمايشي، دانش‌آموزان پسر پايه چهارم دبستان شهر تهران در سال تحصيلي 99-98، و نمونه مورد مطالعه، دو كلاس 35 نفري بودند كه بر اساس نمونه‌گيري در دسترس انتخاب شدند و به طور تصادفي در دو گروه آزمايش و كنترل قرار گرفتند. ابزار مورد استفاده اين پژوهش "آزمون درس املا" بود. به‌منظور تجزيه‌‌و‌تحليل اطلاعات از تحليل كواريانس يك‌راهه استفاده شد. طرح پژوهش از نوع شبه‌آزمايشي با پيش‌آزمون و پس‌آزمون با گروه گواه بود، كه پس از انتخاب تصادفي گرو‌ه‌هاي آزمايشي و گواه، مداخله آزمايشي (تكنيك كلمات هم‌خانواده) روي گروه آزمايش به مدت 7جلسه 50 دقيقه‌اي و دوبار در هفته اجرا گرديد. پس از اتمام برنامه آموزشي از هر دو گروه پس‌آزمون املا گرفته شد. نتايج تحليل‌كواريانس نشان داد كه تكنيك كلمات بر كاهش خطاهايي املايي ناشي از دشواري الفباي زبان فارسي در مقطع ابتدايي مؤثر است (0/05>p). بنابراين از آنجايي كه اين تكنيك مي‌تواند خطاهاي املايي ناشي از دشواري الفباي زبان فارسي را به طور معني‌داري كاهش مي‌دهد ضروري است كه معلمان توجه ويژه‌اي به مقوله‌ي كلمات هم‌خانواده و اهميت آن در املا داشته باشند. همچنين لازم است در درس فارسي كلمات هم‌خانواده هر درس را استخراج كنند و دانش‌اموزان را به مطالعه بيشتر آنها ترغيب كنند.

The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in 4th grade elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique. The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique. The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique. The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique. The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique. The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.