پديد آورندگان :
قره خاني، احمد دانشگاه آزاد علوم و تحقيقات تهران - دانشكدۀ علوم انساني , حسن زاده، سعيد دانشگاه تهران - دانشكدۀ روانشناسي و علوم تربيتي , افروز، غلامعلي دانشگاه تهران - دانشكدۀ روانشناسي و علوم تربيتي
چكيده فارسي :
زمينه و هدف: خواندنِ كاربردي، توانايي خواندن و فهميدن و كاربست مواد خواندنيِ مهم در زندگي روزمره است. هدف از پژوهش حاضر، بررسي اثربخشي برنامۀ خواندن كاربردي بر درك مطالب نوشتاري در موقعيت‌هاي زندگي روزمرۀ كودكان با سندرم داون بود.
روش‌بررسي: طرح پژوهشي، از نوع شبه‌آزمايشي از نوع پيش‌آزمون-پس‌آزمون با گروه گواه بود. جامعۀ آماري تمام دانش‌آموزان دبستاني آهسته‌گام با نشانگان داون شهرستان همدان بودند كه در سال تحصيلي 1396-1395 در مدارس استثنايي مشغول به تحصيل بودند. نمونۀ پژوهش شامل سي كودك داراي سندرم داون بود كه به‌شيوۀ در دسترس از بين كودكان آهسته‌گام مدارس استثنايي شهر همدان انتخاب و به‌شيوۀ تصادفي در دو گروه آزمايش و گواه جايگزين شدند. ابزارهاي پژوهش عبارت بود 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: يافته‌ها نشان داد نمرات ميانگين و انحراف‌معيار پيش‌آزمون درك مطلب در گروه آزمايش 0٫84±3٫1 و نمرات پس‌آزمون گروه آزمايش 1٫17±3٫6 است. همچنين ميانگين و انحراف‌معيار نمرۀ پيش‌آزمون درك مطلب در گروه گواه 0٫79±2٫8 و نمرۀ پس‌آزمون در گروه گواه 0٫94±2٫7 است. نتايج تحليل كوواريانس نشان داد آموزش خواندن كاربردي، بر درك مطالب نوشتاري دانش‌آموزان آهسته‌گام با نشانگان داون تأثير معناداري داشت (0٫001>p).
نتيجه‌گيري: براساس يافته‌هاي اين پژوهش، آموزش برنامۀ خواندن كاربردي باعث بهبود درك خواندن در كودكان آهسته‌گام با نشانگان داون شده است.
چكيده لاتين :
Background & Objective: Reading and understand written content skill is one of the most basic problems in children who are mentally retarded.
It can be said that the skill of reading is one of the most basic social and communication problems for children and adolescents with Down
syndrome, which is an inability to enter to social world. Learning to low–speed in understanding children with Down syndrome is helped by
developing the applied–readable materials to help train and develop skills with regard to serious problems that are in the field of abstract thinking.
Applied reading is the ability to read, understand and implement the types of important reading materials in daily life and social situations. The
purpose of this study was to develop a particular reading program for children with Down syndrome, and examining its effectiveness on
understanding written content in the situations of everyday life.
Methods: The research plan was pretest and posttest test types with experimental and control groups. The statistical community included of
pupils in elementary school with Down syndrome of Hamedan city (west of Iran), in 2016–17. Samples consisted of 30 children with Down
syndrome that were selected and replaced in a randomly in two groups of control and experiment. Research tools include the Persian version of
(WISC–R), Persian version of language development test (TOLD–P3) and there were two written texts that written by pretest and posttest test
types, to measure understanding of written content, before and after intervention. In order to determine the validity of written texts, the percentage
of agreement was used. For this purpose, it determined the achievement of mastery for the test, followed by two parallel forms of this test on a
group of 30 students at the same base. Then the percentage of students who gained mastery in both tests was 0.89, respectively. In other words,
the reliability coefficient of the test 0.89 was obtained. After conducting the intervention in 12 minutes session, the data were analyzed through
the covariance analysis test and by using SPSS software (Ver.25). The application of an applied reading intervention program used in this study
aims to develop a novel approach to improve the comprehension of developmental basis skills, linguistic programming of children with Down
syndrome to enhance understanding of material and based on reading and listening skills of phonological awareness, psychological pattern–
linguistic test of Illinois by the researcher.
Results: Univariate analysis and the Kolmogorov–Simonov analysis about the skill of understanding written material in everyday life situations
showed significant differences between the average test and test groups, with the superiority of the test group scores (p<0.001).
Conclusion: The study showed that mentally retarded children with Dawn syndrome could be taught to learn the word decoding skills and
reading new words, and they need to be trained in this regard as children's inability to read Down syndrome is associated with weakness in
auditory memory and auditory perception. The results of the data analysis indicated that the applied reading program had a significant effect on
the comprehension of written materials. Based on the results of this study, to teachers and pediatricians of children with Down syndrome are
recommended to use a reading program that improves understanding of the written material in these children. Thus, the provision of education–
based programmers and promoting awareness based on words that have the most everyday use in the natural and immediate environment could
be an important step to improve reading performance behind subjective.
