كارآمدي برنامه آموزش خواندن بر مبناي معماري چندمولفه‌اي حافظه‌كاري براي كودكان داري اختلال يادگيري ويژه در خواندن: يك مطالعه آزمايشي تك-آزمودني

Efficacy of Reading Instruction Program Based on Working Memory Multi-Component Architecture for Children with Special Learning Disorder in Reading: A Single-Case Experimental Design Study

ديسلكسيا يا آسيب واژگاني يك ناتواني يادگيري ويژه است كه بوسيله دشواري‌هاي غير منتظره در تشخيص كلمات، روان­ خواني، رمزگشايي و هجي كردن مشخص مي­شود. شواهد پژوهشي نشان مي‌دهند كه تقريبا 80 درصد از دانش‌آموزاني كه به صورت ناتوان در يادگيري تشخيص داده مي‌شوند در ابتدا نقص‌هايي در مهارت‌هاي خواندن دارند. هدف مطالعۀ حاضر، بررسي كارآمدي آموزش خواندن بر مبناي معماري چند مولفه­ اي حافظه­كاري در 4 دانش­آموزِ داراي اختلال يادگيري ويژه در خواندن در يك طرح آزمايشي تك­ آزمودنيِ (AB) بود. آموزش در قالب 20 جلسه ارائه شد و داده‌ها با استفاده از تحليل ديداري و شاخص‌ اندازه اثر و با بهره‌گيري از نرم افزار (R) تحليل شدند. تحليل ناهمپوشانيِ همۀ جفت­ ها (NAP) افزايش معني ­دار در عملكرد خواندن 4 شركت­كننده را نسبت به خط­پايه نشان داد. به نظر مي­رسد يافته ­هاي اين مطالعۀ پيشرو، نويدبخش ارائۀ رويكردي چندمؤلفه ­اي به درمانِ اختلالات يادگيري ويژه باشد.

Dyslexia is a specific learning disability characterized by unexpected difficulties in word recognition, fluency, decoding, and spelling. Research evidence shows that approximately 80% of students who are diagnosed with a learning disability initially have deficits in reading skills. The aim of this study was to evaluate the efficacy of reading instruction based on multi-component architecture of working memory in 4 students with special learning disorder in reading in a AB single-case design. These 4 students were selected based on their low performance in the Iranian version of the Wechsler Intelligence Scale for Children - Fifth Edition (WISC-VIR; Hassanabadi et al., 2020) and then they received the trainings in the form of an add-in component analysis plan -including teaching alphabetic principles, teaching phonological awareness, and teaching executive functions, respectively- for 20 sessions. Their performance data on correct word reading skills were collected through reading and dyslexia tests (Kormi nouri and Moradi, 2008) and were analyzed using visual analysis and effect size index and using R software. The results for all 4 students based on the mean level between baseline and intervention stages, effect size and immediacy of intervention effects (initial evaluations of the intervention compared to the final evaluations of the baseline) showed an additive, large and positive effect of training. The change of the relatively decreasing trend of performance in the baseline to an increasing trend in the intervention for all 4 students also indicated the desirable effect of the training. Also, Nonoverlap of All Pairs (NAP) showed a significant increase in the reading performance of 4 students compared to the baseline. The findings of this pioneering study seem promising to provide a multicomponent approach to the treatment of special learning disorders