اثربخشی برنامه آموزشی حافظه فعال واج محور بر بهبود توانايی خواندن دانش‌آموزان نارساخوان
محورهای موضوعی : روانشناسی
الهام سادات ناجی
1
,
محسن شکوهی یکتا
2
,
سعید حسن زاده
3
,
الهه حجازی
4
,
جواد اژه ای
5
1 - دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران
2 - دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران
3 - دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران
4 - دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران
5 - دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران
کلید واژه: آموزش حافظه فعال, حافظه فعال شنيداری, حافظه فعال ديداری, نارساخوانی, توانايی خواندن,
چکیده مقاله :
پژوهش حاضر با هدف تعيين اثربخشي برنامه آموزشی حافظه فعال واج محور بر بهبود توانايی خواندن دانش‌آموزان نارساخوان انجام شد. روش پژوهش از نوع نيمه آزمايشی با طرح پيش آزمون، پس آزمون و پيگيری با گروه گواه بود. جامعه آماری پژوهش شامل تمامی دانش‌آموزان با اختلال خواندن بودند که به مراکز آموزش اختلال‌های يادگيری شهر تهران مراجعه کرده بودند و از بين آنها 30 دانش‌آموز نارساخوانی و شاغل به تحصيل در پايه های اول تا سوم ابتدايی با روش نمونه گيری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمايش و گواه جايگزين شدند. گروه آزمايشی در يک دوره 24 جلسه‌ای آموزش حافظه فعال مبتني بر تحريکات واجي در دو بعد شنيداری و ديداری شرکت کردند. برای گردآوری داده‌ها از آزمون خواندن و نارساخوانی نما استفاده شد. داده‌ها با استفاده از روش تحليل واريانس چندمتغيری با اندازه گيری مکرر تحليل شد. يافته‌ها نشان داد که برنامه آموزشی حافظه فعال واج محور به بهبود معنادار توانايی خواندن دانش‌آموزان نارساخوان در هر سه مؤلفه دقت خواندن، سيالی خواندن و درک خواندن مي انجامد و اين يافته ها در يک پيگيری دوماهه نيز پايدار بودند. اندازه اثرهای به دست آمده از 0/69 تا 0/43 متغير بودند که نشان‌دهنده اندازه اثرهای بزرگ تا متوسط هستند. از اينرو، می‌توان گفت که با به کار بستن برنامه آموزشی حافظه فعال واج محور می‌توان توانايی خواندن کودکان نارساخوان را بهبود بخشد.
The purpose of the present study was to investigate the effectiveness of phoneme-based working memory educational program on enhancing reading ability of dyslexic students. The research method was Quasi-experimental with control group and random assignments, using pre-test, post-test, and fallow-up stages. The statistical population of the study consists of all the students with reading disability in primary schools in Tehran. Among them, 30 students with dyslexia were selected by available sampling method from leading disorders centers and randomly assigned in experimental and control groups. The experimental group participated in 24 educational sessions of working memory on phonological stimuli in auditory and visual dimensions. Reading and Dyslexia Test (Kormi-Nouri and Moradi, 2008) were used for data collection. The data were analyzed using the multi-variable variance analysis with repeated measures. Findings showed that the phoneme based working memory educational program significantly improved the reading ability of dyslexic students in all three components of reading accuracy, reading fluency and reading comprehension. These findings were also stable in a two-month follow-up. Therefore, it can be concluded that phoneme based working memory education, can improve the reading ability of dyslexic children.
ارجمندنيا، علي اکبر. و شکوهي يکتا، محسن. (1391). بهبود حافظه فعال. تهران: انتشارات تيمورزاده-نشر طبيب.
حسيني، م.، مرادي، عليرضا.، کرمينوري، رضا.، حسني، جعفر. ، پرهون، هادي. (1395). بررسي اعتبار و روايي عاملي آزمون خواندن و نارساخواني (نما). فصلنامه تازههاي علوم شناختي، 18(1)، 22-34.
دهقانطزرجاني، مهناز.، کديور، پروين.، عبداللهي، محمدحسين.، حسنآبادي، حميدرضا. (1397). رشد زبان در کودکان فارسي زبان 6 تا 7 سال. مجله روانشناسي، 22 (86)، 139-156.
شهابي، روح اله.، اژهاي، جواد.، آزادفلاح، پرويز.، و فرزاد، ولي اله. (1393). مکانيسم زيربنايي رابطة حافظه کاري و هوش سيال. مجله روانشناسي، 18 (69)، 3-24.
کرمينوري، رضا. و مرادي، عليرضا. (1387). آزمون خواندن و نارساخواني. تهران: جهاد دانشگاهي. دانشگاه تربيت معلم.
Albano, D., Garcia, R.B., Cornoldi, C. (2016). Deficits in working memory visual-phonological binding in children with dyslexia. Psychology & Neuroscience, American Psychological Association (APA); DOI: 10.1037/pne0000066 .
Alloway, T.P. (2011). A comparison of working memory profiles in children with ADHD and DCD. Child Neuropsychology, 21, 1-12.
Alloway, T.P. & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.
Alloway, T.P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short-term and working memory in children: Are they separable? Child Development, 77(6), 1698-1716.
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM–5), Washington, DC; London, England.
Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839.
Baddeley, A. (2000). The episodic buffer: A new component of working memory?. Trends in Cognitive Sciences, 4, 417–423.
Baddeley, A. D. & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493.
Baddeley, A. D. & Hitch, G. J. (1974). Working memory. In G. A. Bower (Ed.),The psychology of learning and motivation (8, 47–89). New York: Academic Press.
Barnes, Z. T. (2018). Cognitive Flexibility and Working Memory’s Longitudinal Prediction of Reading Achievement. Doctoral dissertation, Middle Tennessee State University.
Blomert, L. (2011). The neural signature of orthographic-phonological binding in successful and failing reading development. Neuro Image, 57, 695–703.
Brandenburg J., Klesczewski J., Fischbach A., Schuchardt K., Büttner G., & Hasselhorn M. (2014). Working memory in children with learning disabilities in reading versus spelling: Searching for overlapping and specific cognitive factors. Learning Disability, DIO: 10.1177/0022219414521665.
Coltheart, M. (2006). Dual route and connectionist models of reading: An overview. London Review of Education, 4(1), 5-17.
Colmar, S., & Double, K. (2017). Working memory interventions with children: Class-rooms or computers?. Journal of Psychologists and Counsellors in Schools, 27(2), 264-277.
Dehn, M.J. (2008). Working memory and academic learning: Assessment and intervention. New Jersey: John Wiley & Sons.
Etherton, J. L., Oberle, C. D., Rhoton, J., & Ney, A. (2018). Effects of cogmed working memory training on cognitive performance. Psychological Research, 1-13.
Gathercole, S.E., Alloway, T.P., Willis, C,. & Adams, A.M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 7(3), 265-281.
Gathercole, S. E., Woolgar, F., Kievit, R. A., Astle, D., Manly, T., Holmes, J., & CALM Team. (2016). How common are WM deficits in children with difficulties in reading and mathematics?. Journal of Applied Research in Memory and Cognition, 5(4), 384-394.
Gathercole, S.E., & Baddeley, A.D. (1993). Working memory and language. Mahwah, NJ: Lawrence Erlbaum.
Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read, Erlbaum.
Hahn,N., Foxe,J.J. & Molholm,S. (2014). Impairments of multisensory integration and crosssensory learning as pathways to dyslexia. Neuroscience and Biobehavioral Reviews, 47, 384–392.
Holmes, J., Gathercole, S. E. & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12, F9 –F15.
Jeffries, S. & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196-214.
Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14, 317–324.
Lee, D., Riccio, C. A. & Hynd, G. W. (2004). The role of executive functions in attention deficit hyperactivity disorder: Testing predictions from two models. Canadian Journal of School Psychology, 19, 167–189.
Lyon, G. R., Shaywitz, S. E. & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading: A definition of dyslexia. Annals of Dyslexia, 53, 1-14.
Melby-Lervåg, M; Redick, T. S.; & Hulme, C (2016). “Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”. Perspectives on Psychological Science, 11(4), 512–534.
Morrison, A. & Chein, J. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18, 46 – 60.
Oakhill, J., Yuill, N., & Garnham, A. (2011). The differential relations between verbal, numerical and spatial working memory abilities and children’s reading comprehension. International Electronic Journal of Elementary Education, 4(1), 83-106.
Pickering, S. J., & Gathercole, S. E. (2004). Distinctive working memory profiles in children with varying special educational needs. Educational Psychology, 24, 393–408.
Redick T. S., Shipstead Z., Wiemers E. A., Melby-Lervåg M., & Hulme C. (2015). What’s working in working memory training? An educational perspective. Educational Psychology Review, 27, 617–633.
Roberts, G., Quach, J., Spencer-Smith, M., Anderson, P. J., Gathercole, S., Gold, L., … & Wake, M. (2016). Academic outcomes 2 years after working memory training for children with low working memory: A randomized clinical trial. JAMA Pediatrics, 170(5), e154568-e154568.
Sala, G., & Gobet, F. (2017). Does far transfer exist? Negative evidence from chess, music, and working memory training. Current Directions in Psychological Science, 26(6), 515-520.
Shipstead, Z., Redick, T. S. & Engle, R. W. (2010). Does working memory training generalize?. Psychologica Belgica, 50, 245–276.
Swanson H. L. (2006).Working memory and reading disabilities: Both phonological and executive processing deficits are important. In Alloway T. P., Gathercole S. E. (Eds.), Working memory and neuro developmental disorders, 59–88.
Swanson, H.L. (2003). Age-related differences in learning disabled and skilled readers’ working memory. Journal of Experimental Child Psychology, 85(1), 1-31.
Valdois, S,. Peyrin, C,. Lassus-Sangosse, D,. Lallier, M,. Demonet, J.F. & Kandel, S. (2014). Dyslexia in a French-Spanish bilingual girl: Behavioural and neural modulations following a visual attention span intervention. Cortex, 53, 120-145.
Warmington, M. & Hulme, C. (2012). Phoneme awareness, visual-verbal paired-associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading, 16, 45–62.
