پديد آورندگان :
ترابي، زهرا دانشگاه آزاد اسلامي، واحد تهران - گروه روان شناسي , استكي، مهناز دانشگاه آزاد اسلامي، واحد تهران - گروه روان شناسي , كوچك انتظار، رؤيا دانشگاه آزاد اسلامي، واحد تهران - گروه روان شناسي , شريفي، نسترن دانشگاه آزاد اسلامي، واحد رودهن - گروه روان شناسي
كليدواژه :
تربيت مخچه , ويبريشن , حساسيت شنيداري , مشكلات خواندن , دانش‌آموزان
چكيده فارسي :
هدف: فقدان فراگيري مهارت‌هاي خواندن مي‌تواند مانع پيشرفت كودكان در سال‌هاي تحصيل شود. هدف پژوهش حاضر، بررسي اثربخشي روش تربيت مخچه به‌همراه ويبريشن بر مهارت‌هاي خواندن دانش‌آموزان با مشكلات خواندن بود.
روش‌بررسي: اين پژوهش، نيمه‌آزمايشي با طرح پيش‌آزمون‌پس‌آزمون و گروه گواه بود. جامعهٔ پژوهش تمامي دانش‌آموزان پايهٔ دوم و سوم ابتدايي بودند. جهت انجام پژوهش، 20 دانش‌آموز پايهٔ دوم و سوم به‌صورت تصادفي در دو گروه آزمايشي و گواه قرار گرفتند (هر گروه 10 نفر). داده‌هاي پژوهش از طريق آزمون خواندن كرمي نوري و مرادي (1381) و آزمون حساسيت شنيداري وپمن (1987) جمع‌آوري شدند. ابتدا در هردو گروه پيش‌آزمون اجرا شد و سپس گروه آزمايشي 20 جلسهٔ يك‌ساعت ونيمي (يك ساعت تربيت مخچه و نيم‌ساعت اصلاح شنيداري) تحت آموزش با اين روش قرار گرفتند. گروه گواه، مداخله‌اي دريافت نكرد. سپس براي آزمودني‌ها پس‌آزمون اجرا شد. در نهايت نيز نتايج با نرم‌افزار SPSS و تحليل كوواريانس در سطح معناداري 0٫05 تحليل شدند.
يافته‌ها: نتايج تحليل كوواريانس نشان داد كه مداخلهٔ مذبور باعث تغيير معناداري در مشكلات خواندن دانش‌آموزان مي‌گردد (0٫001>p) و اين تفاوت تنها براي خرده‌آزمون‌هاي خواندن كلمات (0٫448=p)، ناميدن تصاوير (0٫320= p) و حذف آوا‌ها (0٫616 =p) معنادار نبود .همچنين مداخلهٔ مذبور باعث تغييرات معناداري نيز در حساسيت شنيداري (0٫014 =p) دانش‌آموزان شده بود.
نتيجه‌گيري: روش تربيت مخچه به‌همراه ويبريشن بر بهبود مشكلات خواندن و حساسيت‌شنيداري دانش‌آموزان با مشكلات خواندن مؤثر است؛ بنابراين اين روش مي‌تواند در كنار آموزش‌هاي لازم براي اين دانش‌آموزان به كار گرفته شود.
چكيده لاتين :
Background & Objective: Reading is a kind of mental-lingual process based on the visual information, reader's awareness, as well as
phonological and semantic rules. This skill is the most fundamental learning tool for students, since reading, and comprehension are the basic
requirements to acquire any written information. The lack of success in acquiring reading skills in early school years can genuinely prevent
students from achievement in most other educational subjects. Research shows that most children with reading complications suffer from
problems in motor coordination and auditory processing. Based on the above, the present study aims to answer the following question: is sound
therapy with Forbrain able to help students with reading difficulties improve their reading performance and auditory discrimination?
Methods: This study was a quasi-experimental design with pretest-posttest with the control group. The sample group consisted of 20 students
who were studying in elementary school (second and third grade). They were selected by available sampling method from the stated sample and
assigned randomly to two experimental and control groups. In this Study Data collected by Reading - Dyslexia Test (Karami nori & Moradi
2008) and Wepman auditory discrimination test (WADT 1987). The criteria for entry into the study included: Not having dyslexia according to
DSM-5, The lowest scores in the Reading & dyslexia test, not taking the drug (Ritalin), being In the age range of 7 to 9 years, and having a
normal IQ in the Wechsler Intelligence Test. Exit criteria include: having other intermittent disorders such as ADHD, having unprofitable families
(such as divorce, parenthood addiction, etc.), having Physical sensory problems. After pre-test the experimental group for 20 sessions trained by
integrated cerebellar training method (1hour), and auditory correction method (30 minute with Forbrain headset), while the control group
received no intervention. Then, the subjects of the two groups tested by post-test. Data were analysed by SPSS22 in p=0.05.
Results: As pretest scores were considered as a covariant variable, to determine its impact on the posttest, analysis of covariance used. To this
end, the assumptions of variance homogeneity and the normal distribution of scores- as main covariance assumptions- were investigated. The
results of the Levene test approved the homogeneity of the data (Auditory Discrimination: F=29.65, P<0.11; Reading Skills: F=1.66, P<0.33).
The data analysis based on the Kolmogorov–Smirnov test shows the normal distribution of data in both groups. Since the prerequisites for
covariance observed, the data were analysed using Analyze of Covariance (ANCOVA). The results of ANCOVA shows significant differences
in mean of reading skills (p= 0.02), and auditory discrimination (p=0.00) in the experimental group decreased significantly. This difference also
was significant for all subscales of reading skills (Chain words, Understanding words, Rhyme test, The concept of text, Read the words) except
Reading non-words, Naming picture and Deleting sounds (p=0.44, 0.32, 0.06).
Conclusion: According to the previous study, the results obtained in this study show that the integrating of cerebellar training method with
vibration have a significant effect on reading skills and auditory discrimination students with reading difficulties. Because of the effectivity of
the present intervention in the treatment of auditory discrimination, the same method can be employed to treat or prevent other learning disorders.
Although this intervention is not a perfect treatment for all types of learning disorders, it is a major component since hearing plays a prominent
role in the learning process without its training and adjustment learning will be hard.
