پديد آورندگان :
بازرگان، شقايق دانشگاه آزاد اسلامي واحد يزد , سعيدمنش، محسن دانشگاه علم و هنر يزد - گروه روانشناسي , ايرواني، محمدرضا دانشگاه آزاد اسلامي واحد خميني شهر - گروه مددكاري اجتماعي
چكيده فارسي :
زمينه و هدف
خواندن يكي از مهارت هاي ارتباطي انسان است كه زيربناي سواد آموزي فرد است. سرعت ناميدن خودكار و حافظه فعال، بخشي از دانش زباني فرد است. هدف از انجام دادن اين پژوهش، مقايسه سرعت ناميدن خودكار و حافظه فعال در كودكان با و بدون نارساخواني بود.
روش بررسي
پژوهش حاضر از نوع علي مقايسه اي بود. جامعه آماري اين پژوهش عبارت بودند از: دانش آموزان دبستاني شهر يزد كه به منظور انجام دادن اين پژوهش پنجاه دانش آموز مبتلا به نارساخواني از شهر يزد و پنجاه دانش آموز عادي در سال 1396 به صورت نمونه گيري تصادفي ساده انتخاب شدند. ابزار اين پژوهش عبارت بودند از: آزمون هاي حافظه فعال (وكسلر، 2003)، سرعت ناميدن خودكار (برخوردار، 1386) و پرسش نامه اختلال خواندن (كرمي نوري، 1384). براي تجزيه وتحليل داده ها از آزمون t مستقل و كولموگروف-اسميرنوف استفاده شد. داده ها در اين پژوهش توسط نرم افزار SPSS نسخه 21 و در سطح 95درصد اطمينان تجزيه وتحليل شدند.
يافته ها
نتايج اين پژوهش نشان داد كه بين سرعت ناميدن خودكار و حافظه فعال در دانش آموزان داراي نارساخواني (6٫32±64٫59 براي حافظه فعال و 39٫86±227 براي سرعت ناميدن خودكار) و بدون نارساخواني (8٫3 ±93٫37 براي حافظه فعال و 52٫78±150٫78 براي سرعت ناميدن خودكار) تفاوت وجود دارد (0٫001>p).
نتيجه گيري
يافته هاي اين پژوهش نشان داد بين سرعت ناميدن خودكار و حافظه فعال در كودكان داراي نارساخواني و كودكان عادي تفاوت وجود دارد و با تقويت اين مهارت ها مي توان بر توانايي كودك در خواندن افزود.
چكيده لاتين :
Background & Objectives: Reading disorder is most common learning disability and allocated most of special education services and
specialized intervention programs to it. Dyslexia represents one of the most common problems affecting children and adults; the prevalence of
dyslexia 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. It often occurs in people with attention deficit hyperactivity disorder (ADHD). Dyslexia is diagnosed through a series of
memory tests, spelling, vision and reading skills. Dyslexia can result in low self–esteem, stress, behavioral problems, and underachievement.
However, with the right support, children and adults with dyslexia can reach their potential to improve. Working memory is a cognitive system
with a limited capacity that is responsible for temporarily holding information available for processing. Working memory is important for
reasoning and the guidance of decision–making and behavior. Working memory is often used synonymously with short–term memory, but some
theorists consider the two forms of memory distinct, assuming that working memory allows for the manipulation of stored information, whereas
short–term memory only refers to the short–term storage of information. Working memory is a theoretical concept central to cognitive
psychology, neuropsychology, and neuroscience. Rapid automatized naming (RAN) is a task that measures how quickly individuals can name
aloud objects, pictures, colors, or symbols (letters or digits). Variations in rapid automatized naming time in children provide a strong predictor
of their later ability to read, and is independent from other predictors such as phonological awareness, verbal IQ, and existing reading skills.
Importantly, rapid automatized naming of pictures and letters can predict later reading abilities for pre–literate children. The purpose of this
study was to comparison of working memory and rapid automized number in children with and without dyslexia disorder.
Methods: The present study was a quasi–experimental design with pretest posttest by control and experimental groups. Statistical communication
is second primary pupils in Yazd city (Yazd province, Iran). For this study, 50 students with dyslexia disorder and 50 normal student were chosen
in randomized sampling. Data for this study were collected by the test of working memory and rapid automatized naming. For measuring of
working memory, we used working memory subscale of Wechsler test and for measuring of rapid atomized naming, we used rapid automized
naming test of Barkhordar. For diagnostic of dyslexia we used NEMA test. NEMA was developed by Kormi noori in 2016. The overall alpha
Cronbach’s for test with high frequency word, word with medium frequency, low frequency word was 0.97, 0.98 and 0.98. The Wechsler
intelligence scale for children (WISC), developed by David Wechsler, is an individually administered intelligence test for children between the
ages of 6 to 16. It generates a full scale IQ (formerly known as an intelligence quotient or IQ score) that represents a child's general intellectual
ability. It also provides five primary index scores: Verbal comprehension index, visual spatial index, fluid reasoning index, working memory
index and processing speed index. For analyzed data, we used t–test. Data analyzed by SPSS 21.
Results: Working memory and rapid automatized naming was different in dyslexic and normal children (p<0.001).
Conclusion: For this reason of working memory and rapid automatized naming was different in dyslexic and normal children, it is recommended
that teachers use these skills for educating this children.
