نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه علوم تربیتی، واحد اراک، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران.
2 گروه روانشناسی و آموزش کودکان استثنائی، دانشگاه علامه طباطبایی، تهران، ایران.
3 گروه علوم تربیتی، واحد اراک، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: This study aimed to identify cognitive neuroscience-based curriculum copmponent for students with dyslexia by meta- synthesis approach.
Methods: The research method was meta-synthesis. The target population included all studies conducted with children or adolescents officially diagnosed with reading disorder or dyslexia. The search process for identifying articles was carried out in domestic and international databases. For this purpose, domestic databases included MagIran and IranDoc, while international databases included Google Scholar, PubMed, ScienceDirect, and PsycINFO. Thematic analysis was used for data analysis based on the method proposed by Nobilit and Hare (1988).
Results: Seventeen articles were examined, and three overarching themes were extracted: "strengthening linguistic and cognitive core," "consolidating sensory-motor and attentional foundations," and "integration of neural networks and compensation through metacognitive strategies." Based on the synthesis of meta-synthesis studies, an effective curriculum based on cognitive neuroscience for dyslexia. The catalytic role of play, an enriched environment, enhancing motivation, and neural plasticity in facilitating this process was highlighted.
Conclusion: The findings of this research provide a valid and structured model for designing and implementing effective intervention programs in the field of dyslexia, which can serve as a practical guide for specialists, instructors, and curriculum planners.
کلیدواژه‌ها [English]
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