با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکتری، روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

2 دانشیار، گروه روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

3 استاد، گروه روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

4 استادیار، گروه روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

چکیده

هدف پژوهش حاضر تعیین اثرهای اولیه استنباط‌آموزی بر درک مطلب خواندن در دانش‌آموزان دوره دوم ابتدایی با ناتوانی اختصاصی درک مطلب بود. پژوهش حاضر در قالب یک طرح تک‌آزمودنی ABA انجام شد. تعداد شش دانش‌آموز بر اساس نمره‌های قبلی مقیاس هوشی وکسلر کودکان ـ ویرایش چهارم و نمره کسب‌شده در مقیاس غربالگری ناتوانی یادگیری- نسخه چهارم (LDES-4) و با توجه به ملاک‌های ورود و خروج از میان دانش‌آموزان معرفی‌شده به مراکز اختلالات یادگیری انتخاب شدند. مداخلة آموزشی در 23 جلسه ارائه شد و داده‌ها با استفاده از نرم افراز R به‌صورت دیداری و کمی تحلیل شدند. تحلیل‌های دیداری و شاخص‌های ناهم‌پوشانی و اندازه-های اثر (بیشترین01/1 و کمترین 87/0) افزایش معنی‌دار در عملکرد درک مطلب شرکت‌کنندگان نسبت به خط پایه و عدم کاهش معنی‌دار در مرحله بازگشتی نسبت به مرحله مداخله را نشان داد. به نظر می‌رسد یافته-های این پژوهش پیشروی نوید‌بخشی برای درمان اختلال یادگیری ویژه با محوریت استنباط‌آموزی باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Intensive Teaching Inference Intervention for Secondary Elementary Stu-dents with Specific Reading Comprehension Disability: A Reversal Single-Case Design

نویسندگان [English]

  • maryam Tazesh 1
  • Hamidreza Hassanabadi 2
  • Parvin Kadivar 3
  • Hadi Keramati 4

1 Ph.D. Student, Educational Psychology, Kharazmi University, Tehran, Iran

2 Associate Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran

3 Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran

4 Assistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran

چکیده [English]

The study aimed to investigate the possible primary effects of teaching inferences in student with specific reading comprehension disability. It adopted an ABA single-subject design. Among the students referred to the learning disorders center, six ones were selected based on the previous scores of the Wechsler Intelligence Scale for Children - 4th Edition and the score obtained in Learning Disability Evaluation Scale - 4th Edition (LDES-4) and due to the inclusion and exclusion criteria. The instructional Intervention included 23 sessions. The data were visually and quantitative analyzed using R software. The visual analysis and non-overlap indices and size effects indicated a significant increase in the participants' reading comprehension compared with the baseline and a significant decrease in the return stage compare of with the intervention stage. It seems that the findings have promising contributions to curing learning disabilities by appealing to inferencing learning.

کلیدواژه‌ها [English]

  • Specific Learning Disorder
  • Teaching Inferences
  • Reading Comprehension
  • Single-Subject Design
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