اثر بخشی روش بازخورد مثبت به خود در درمان مشکل دانش‌آموزان نارساخوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی و آموزشی کودکان استثنایی، آموزشگاه تلاش باغچه‌بان تبریز

2 کارشناسی ارشد روان‌سنجی و اندازه گیری، اداره آموزش و پرورش استثنایی

3 کارشناس ارشد روان شناسی عمومی، دانشگاه محقق اردبیلی

10.22098/jld.2019.757

چکیده

هدف از این پژوهش، بررسی اثر بخشی روش بازخورد مثبت به خود در درمان مشکل دانش­آموزان نارساخوانی بود. پژوهش حاضر با طرح آزمایشی، نمونه­ای که شامل 30 نفر از دانش­آموزان پایه­ی سوم و چهارم نارساخوان که به مراکز اختلالات یادگیری شهر تبریز مراجعه کرده بودند، با روش نمونه­گیری تصادفی، انتخاب و پس از جایگزینی تصادفی در دو گروه آزمایش و کنترل مورد مطالعه قرار گرفتند. ابزار جمع­آوری اطلاعات شامل آزمون هوش وکسلر، آزمون نما، چک لیست های مشکلات خواندن بود. در فرآیند اجرا، گروه آزمایشی به مدت 8 جلسه طی چهار هفته تحت مداخله درمانی خود تقویتی قرار گرفتند. نتایج حاصل از روش تحلیل کوواریانس حاکی از تأثیر معنادار در نمره بهبود اختلال حذف آواها (001/0p<) با اندازه اثر 98/0 و در نمره بهبود اختلال زنجیره کلمات (001/0p<) با اندازه اثر 95/0 در گروه آزمایش در مقایسه با گروه کنترل بود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Self-Reinforcement on the Improving Reading Performance of Student with Dyslexia

نویسندگان [English]

  • M Alipour 1
  • S Chappari Ilkhchi 2
  • S Almardani Some'eh 3
1 M.A. in Psychology and education of exceptional children
2 MA in Psychometric and measurements, Tabriz
3 MA in General Psychology
چکیده [English]

The purpose of this study was to compare and determine the effectiveness of self- reinforcing strategy to improve the reading performance of children with Dyslexia. The study followed a quasi-experimental design (pretest/posttest with a control group). Thirty subjects randomly selected from 3rd and 4th grade elementary male and female students with Dyslexia in Tabriz were assigned to an experimental and a control groups. Data collection tools were Wechsler intelligence test, view test, and checklists for reading problems. Experimental group participated in 8 sessions during 4 weeks and were exposed to self-reinforcement therapy intervention. The data were analyzed by Covariance Analysis. The results showed a significant effect in the remission of vocal removal disorder (P>0.001) with effect size of 0.98 and in the improvement of word chain disorder (P>0.001) with effect size of 0.95 in the experimental group compared with the control group.

کلیدواژه‌ها [English]

  • Dyslexia disorder
  • Self-reinforcement
  • Reading performance
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