بررسی اثربخشی آموزش موسیقی بر توانایی زبان نوشتاری، توجه پایدار و بازداری پاسخ دانش‌آموزان دارای نارسانویسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران

2 استادیار گروه روانشناسی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران

چکیده

هدف: نارسانویسی از مهمترین مشکلات دانش آموزان است. جستجوی راه های بهینه، جذب کننده و متفاوت برای برطرف کردن مشکلات یادگیری آنها دارای اهمیت است. در این پژوهش به بررسی اثربخشی آموزش موسیقی بر توانایی زبان نوشتاری، توجه پایدار و بازداری پاسخ دانش آموزان دارای نارسا نویسی پرداخته شد.
روش ها: طرح پژوهش آزمایشی، با اجرای پیش و پس آزمون به همراه گروه کنترل بود. جامعه آماری تمامی دانش آموزان پایه سوم ابتدایی دارای ناتوانی یادگیری شهر تهران در نیم سال اول تحصیلی 1404-1403 بود. نمونه شامل تعداد 30 دانش آموز دارای ناتوانی یادگیری در دو گروه 15 نفری آزمایش و کنترل بود که به روش نمونه گیری هدفمند انتخاب شدند. جهت جمع آوری داده ها از ابزار آزمون سنجش زبان نوشتاری پایه سوم ابتدایی مرادی و همکاران (1396) و آزمون عملکرد مداوم دیداری شنیداری استفاده شد. داده ها با نرم افزار spss23 و به روش تحلیل کوواریانس چند متغیری تحلیل شد.
یافته ها: یافته ها نشان داد آموزش موسیقی به طور معناداری موجب افزایش توانایی زبان نوشتاری و کارکرد اجرایی توجه پایدار و بازداری پاسخ‌ گروه آزمایش نسبت به گروه کنترل شده است (01/0P<).
نتیجه گیری: با توجه به نتایج به دست آمده می توان از آموزش موسیقی به عنوان روشی اثربخش برای بهبود ناتوانی یادگیری و کارکرد های اجرایی توجه پایدار و بازداری پاسخ دانش آموزان دارای ناتوانی یادگیری و استفاده کرد.
واژگان کلیدی: آموزش موسیقی، نارسانویسی، اختلال یادگیری، توجه پایدار، بازداری پاسخ.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the effectiveness of music education on written language ability, sustained attention, and response inhibition of students with writing disabilities

نویسندگان [English]

  • Marjan Vaezi 1
  • Shahab Moradi 2
  • Ameneh Moazedian 2
1 PhD student in Educational Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran
2 Assistant Professor, Department of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran
چکیده [English]

Objective: Learning disabilities are one of the most important problems of students. It is important to find optimal, engaging, and different ways to solve their learning problems. In this study, the effectiveness of music education on written language disorder and executive functions of sustained attention and response inhibition of students with learning disabilities in written language was investigated.
Methods: The research design was experimental, with pre- and post-tests with a control group. The statistical population was all third-grade elementary school students with learning disabilities in Tehran in the first half of the academic year 1403-1404. The sample included 30 students with learning disabilities in two groups of 15, experimental and control, who were selected by purposive sampling. To collect data, the third-grade elementary written language assessment test by Moradi et al. (2017) and the PLUS+IVA continuous visual-auditory performance test were used. The data were analyzed with spss23 software and multivariate analysis of covariance.
Results: The findings showed that music training significantly increased written language ability and executive function, sustained attention, and response inhibition in the experimental group compared to the control group (P<0.01).
Conclusion: According to the results obtained, music education can be used as an effective method to improve learning disabilities and executive functions of sustained attention and response inhibition in students with learning disabilities.

کلیدواژه‌ها [English]

  • Music education
  • written language
  • learning disorder
  • Attention
  • Inhibition
تقی زاده هیر، س.، نریمانی، م.، آقاجانی، س.، ندرمحمدی، م.، بشرپور، س. (1403). مقایسه تنظیم شناختی هیجان و بازداری پاسخ در دانش‌آموزان مبتلا به اختلال نقص توجه/ بیش‌فعالی و ضرب آهنگ شناختی کند. روانشناسی مدرسه و آموزشگاه، 13(4)، 25-38. [DOI.org/10.22098/jsp.2025.14186.5742]
صادقی، اقبال؛ زمستانی، مهدی. (1402). مقایسه شاخص‌های عصب-روان‌شناختی مرتبط با کنش‌های اجرایی در کودکان مبتلا به نارسایی توجه-فزون‌کنشی با و بدون اختلال سلوک و کودکان عادی. روانشناسی مدرسه و آموزشگاه، 13(2)، 103-115. [DOI.org/10.22098/jsp.2024.14696.5793]
مرادی، ش.، رضایی، ع م.، و طالع‌پسند، س. (1397). ساخت و اعتباریابی آزمون اختلال زبان نوشتاری برای پایه تحصیلی سوم ابتدایی. ناتوانی های یادگیری، 8(2)، 124-99.  [DOI.org/10.22098/jld.2019.759]
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