مقایسه غنای محیطی مدرسه بین کودکان بهنجار و مبتلا به اختلال‌های یادگیری 9 تا 12 ساله

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان شناسی عمومی دانشگاه علامه طباطبایی

2 دانشجوی دکتری روان شناسی سلامت، دانشگاه تهران

3 استادیار گروه روان شناسی، دانشگاه تهران

10.22098/jld.2019.789

چکیده

اختلال‌های یادگیری بار سنگینی را بر کودک، خانواده و جامعه تحمیل می‌کند. مقایسه­ و شناخت مولفه‌های خواندنی موثر در محیط مدرسه‌ی کودکان عادی و مبتلا به اختلالات یادگیری، می‌تواند  به ارتقاء و غنای محیط کودکان کمک نماید. این پژوهش با هدف مقایسه ی این عوامل در کودکان دختر و پسر 9 تا 12 ساله عادی و نارساخوان شهر تهران انجام شده است. روش پژوهش علی-مقایسه‌ای و با مشارکت 50 دانش‌آموز مبتلا به اختلال یادگیری و 102 دانش‌آموز عادی است. مهارت‌های خواندن کودکان با استفاده از تست نما و خرده تست‌های آن و متغیر غنای محیطی خواندن در مدرسه با استفاده از پرسشنامه غنای محیطی خواندن در خانه مورد سنجش قرار گرفت. طبقه اجتماعی اقتصادی نیز متغیر کنترل بود. تحلیل داده‌ها با استفاده از آزمون تحلیل کوواریانس نشان داد: تفاوت در مولفه‌ی غنای محیطی مدرسه در دو گروه عادی و نارساخوان با 95 درصد اطمینان معنادار ست. بر اساس یافته­های پژوهش، غنای محیطی مدرسه در جلوگیری از بروز و پیشرفت اختلال یادگیری نقش مهمی دارد و لازم است در زمینه پرورش کودکان به این موضوع توجه شود.

کلیدواژه‌ها

عنوان مقاله [English]

Comparing school environmental enrichment among ordinary children and children with learning disabilities (9-12 years old)

نویسندگان [English]

  • M.S Sadat 1
  • E Yadollahi 2
  • J Hatami 3
1 M.A in Psychology, University of Allameh Tabatabaei
2 Ph.D candidate in Health Psychology, University of Tehran.
3 Professor in Psychology, University of Tehran
چکیده [English]

Learning disorders impose heavy burdens on the child, family, and community. Comparing and recognizing effective reading components in the school environment of ordinary children and children with learning disabilities can help to improve the environments of children. The aim of this study was to compare these factors in normal and dyslexic children with age range of 9-12 year in Tehran. The present study was conducted in a causal-comparative study including 50 students with learning disabilities and 102 normal students in Tehran elementary schools in the academic year 2016-2017. In this study, the School literacy environment questionnaire and Nama test were used. The socio-economic class was also a control variable.  Data analysis was performed using covariance analysis. Differences in the environmental enrichment component of school in two groups of normal and dyslexic were significant with 95% confidence. According to the research findings, school enrichment plays an important role in preventing the emergence and progression of learning disabilities, and it is necessary to pay attention to this issue in the context of children's development.

کلیدواژه‌ها [English]

  • Environments enrichment
  • school
  • reading skills
  • Dyslexic
  • Nama test

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