پديد آورندگان :
قره خاني، احمد دانشگاه آزاد اسلامي واحد علوم و تحقيقات تهران , حسن زاده، سعيد دانشگاه تهران - گروه روانشناسي و آموزش كودكان استثنايي , افروز، غلامعلي دانشگاه تهران - گروه روانشناسي و آموزش كودكان استثنايي
چكيده فارسي :
زمينه و هدف: از اكتسابات بسيار مهم آموزشگاهي كه كودكان سندرم داون در آن مشكل دارند، مهارت خواندن است. هدف پژوهش حاضر، تدوين يك برنامۀ خواندن ويژۀ كودكان سندرم داون، در جهت تسهيل آموزش خواندن، فهميدن و كاربست انواع مواد نوشتاري مهم در زندگي روزمره و موقعيت‌هاي اجتماعي به اين كودكان و نيز بررسي اثربخشي اين برنامه بود.
روش‌بررسي: طرح پژوهشي از نوع شبه‌آزمايشي، از نوع پيش‌آزمون پس‌آزمون با گروه گواه بود. جامعۀ آماري دانش‌آموزان دبستاني آهسته‌گام با نشانگان داون شهرستان همدان بودند كه در سال تحصيلي 1396-13955 در مدارس استثنايي مشغول به تحصيل بودند. نمونۀ پژوهش شامل30 كودك سندرم داون شاغل به تحصيل در مدارس استثنايي شهر همدان بودند كه پس از همتاسازي در دو گروه آزمايش و گواه، به‌شكل تصادفي جايگزين شدند. ابزارهاي پژوهش، عبارت بودند از: نسخۀ فارسي مقياس هوشي تجديدنظرشدۀ وكسلر كودكان (1386) WISC-R))، نسخۀ فارسي آزمون رشد زبان (1393-TOLD) (P3) و دو متن نوشتاري محقق‌ساخته به‌عنوان پيش‌آزمون و پس‌آزمون، براي سنجش درك مطالب نوشتاري، قبل و بعد از مداخله. پس از انجام‌دادن مداخله در دوازده جلسه، داده‌ها از طريق آزمون تحليل كوواريانس و با نرم‌افزار SPSS ويرايش 25 تحليل شدند.
يافته‌ها: نتايج تحليل كوواريانس نشان داد آموزش خواندن كاربردي بر درك مطالب نوشتاري دانش‌آموزان آهسته‌گام با نشانگان داون تأثير معناداري دارد (0٫001>p).
نتيجه‌گيري: بر اساس يافته‌هاي اين پژوهش، برنامۀ خواندن كاربردي مي‌تواند به بهبود عملكرد خواندن كودكان سندرم داون كمك كند.
چكيده لاتين :
Background & Objective: Learning of reading and writing are basic skills, which unfortunately some children have problem in this process.
Review of related literature supports this idea that many children and adolescents with Down syndrome, who have learned reading materials
from an early age, could improve their spoken language and memory skills. Patients with more efforts and simplified tasks could learn to read
in the same way as typically developing children. They build on their good visual memory skills but find it more difficult to use phonics. Reading
skills in the patients, is one of the most basic tools for communication and social function. The present research addressed the developing an
applied reading program and evaluation of its effectiveness on understanding written material on daily life situations in patients.
Methods: The research was a quasi–experimental one with pretest–posttest design for two experimental and control groups. The research sample
comprised 30 children and adolescents with Down syndrome who were selected through availability sampling among students of two special
schools in Hamedan city (Hamedan province, West of Iran). Subjects were randomly assigned into two experimental (n=15) and control (n=15)
groups. The research instruments included: A) the Wechsler intelligence scale for children– revised version (WISC–R), which this test has five
primary index scores, the verbal comprehension index (VCI), visual spatial index (VSI), fluid reasoning index (FRI), working memory index
(WMI) and processing speed index (PSI). Two subtests had to be administered to obtain each of the primary index scores; thus, 10 subtests were
primary subtests. The full scale IQ was derived from 7 of 10 primary subtests: both verbal comprehension subtests, one visual spatial subtest,
two fluid reasoning subtests, one working memory subtest, and one processing speed subtest. B) The Persian version of test of language
development–primary 3 (TOLD–P3), which this test consists of 5 core subtests (picture vocabulary, oral vocabulary, grammatical understanding,
sentence imitation and grammatical completion) which then comprise the overall composite score (language quotient). Three supplemental
subtests (word discrimination, phonemic analysis, and word articulation) were provided for an expanded clinical analysis of “speech” systems,
and C) two researcher–made written tasks as the pretest and post–test, they used to measure the written texts comprehension in the experimental
and control groups. The intervention program was conducted in 12 sessions. Each session was 30 minutes. Some tasks were taken to parents as
home tasks. This program was included basic reading skill tasks (phonological awareness, visual decoding tasks and vocabulary development).
Results: Results of covariance analysis showed that Applied Reading Program had a significant effect on comprehension of written material in
students with Down Syndrome (p<0.001).
Conclusion: Based on the results of this study, teachers and pediatricians of children with Down syndrome are recommended to use a reading
program that improves understanding of the written material and reading performance in these children. The intervention evaluated here was
novel in its integrated approach to reading and language instruction for children with Down syndrome and is educationally realistic.
