اثربخشی مداخلات عصب روان‌شناختی بر مؤلفه‌های خواندن (سرعت، دقت و درک خواندن) دانش‌آموزان نارسا خوان

پژوهش های روان شناسی بالینی و مشاوره

مقاله 7، دوره 4، شماره 1، فروردین 1393، صفحه 115-134   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/ijap.v4i1.15793

نویسندگان

مهناز جدیدی فیقان^{* 1}؛ احمد عابدی¹؛ سمیه جمالی پاقلعه²؛ مریم جدیدی فیقان³

¹دانشگاه اصفهان

²دانشگاه الزهرا/دانشگاه انارک

³دانشگاه اصفهان/مرکزتوانبخشی سعادت

چکیده

نارساخوانی اختلالی است که در آن پیشرفت خواندن پایین‌تر از حد مورد انتظار، برحسب سن، آموزش و هوش می‌باشد. این گروه از کودکان در زمینه‌های عصب روان‌شناختی آسیب‌دیده‌اند. این پژوهش باهدف بررسی اثربخشی مداخلات عصب روان‌شناختی به‌عنوان یکی از جنبه‌های مؤثر بر مؤلفه‌های خواندن) سرعت، صحت و درک (که در این کودکان دچار نقص شده است، اجرا شد. پژوهش از نوع نیمه آزمایشی و جامعه آماری شامل دانش‌آموزان دختر نارساخوان پایه سوم ابتدایی بود که از میان آن‌ها 40 نفر به شیوه نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب و با روش تصادفی در گروه آزمایش (مداخلات عصب روان‌شناختی) و گواه قرار گرفتند. ابزارهای سنجش شامل مقیاس هوش کودکان وکسلر و آزمون خواندن و نارساخوانی نما بود. داده‌ها از طریق تحلیل کوواریانس بررسی شد. یافته‌ها نشان داد مداخلات عصب روان‌شناختی بر مؤلفه‌های خواندن دانش‌آموزان نارساخوان مؤثر است (001/0(p< بر مبنای نتایج این پژوهش می‌توان به متخصصان اختلال‌های یادگیری و روانشناسان پیشنهاد نمود که با استفاده از این روش در جهت بهبود عملکرد خواندن دانش‌آموزان نارساخوان بکوشند.

کلیدواژه‌ها

نارسا خوان؛ مداخلات عصب روان‌شناختی؛ مؤلفه‌های خواندن

مراجع

Baezat, F. (2009). The effects of neuropsychological intervention (HAS) on reading and writing efficiency of linguistically dyslexic students: Single case study. Journal of Applied Psychology, 3(11), 7-19.

Khosrojavid, M.,Vafaei, M., Keihanidust, z., & Nilipoor, R. (2007).Evaluation of neurological foundations of phonemic processing abilities in children with dyslexia dyslexic and other imaging procedures using FMRI. Tehran: Third Congress of the neuropsychological.

Rezaei, A., & Seifenaraghi, M. (2006).Comparative psychological characteristics of students with dyslexia and normal third grade elementary. Research on Exceptional Children, 6(1),1-12.

Razavie, A., Shahim, S. (1992). Standardization of the Wechsler Intelligence Scale for pre-school in the city. Journal of humanities and social sciences,5(10).

Karami noori, R., Moradi, A., Akbari zardkhaneh, S., & Gholami, R. (2008).Developmental Study of fluent verbal and category words in bilingual children Turkish - Persian and the kord – Persian. New Cognitive Science,38,49-42.

Lotfi, E. (2007). Effect of working memory training on reading comprehension for students with disabilities fourth and fifth grade in Tehran. MA thesis. Allameh Tabatabai University. Education Faculty.

Malek Mohammadi, M.(2007). Study prerequisite skills for learning to read and write the Persian language in children 5 years of age in Tehran. MA thesis. Isfahan University. Education Faculty.

Mir Mehdi, R. (2007).The effect of executive functions (organization, planning, response inhibition, working memory) Methods of teaching written expression to improve performance in reading, mathematics and written expression of students with specific learning disorders, PhD thesis. Allameh Tabatabai University. Education Faculty.

Mir Mehdi, R., Alizadeh, H., Seife Naraghi, M. (2009). Effect of executive functions on math and reading performance of elementary students with specific learning disabilities. Research on Exceptional Children,, 9(1),1-12

Mikaeili, F., & Farahani, M. (2005). Phonological processing model of reading in children 8 to 10 years and two monolingual Multilingual normal and dyslexic Tehran and Tabriz. Research on Exceptional Children, 5(18),4-13.

Barkley, T.A. (1998). Attention-Deficit Hyperactive Disorder: A Handbook for diagnosis and treatment (2thed.), NewYork: Guilford Press.

Bental, B. & Tirosh, E. (2007). The Relationship Between Attention, Executive functions and Reading Domain Abilities in Attention Deficit Hyperactivity Disorder and Reading Disorder: a comartive study, 48, 455-461.

Bley, N. S., & Thornton, C. A. (2001). Anchoring adolescents understanding of math concepts in rich problem-solving environments. Remedial and Special Education, 22(5), 299-314.

Brosnan, M., Demetre, J., Hamill, S., Robson, K., Shepherd, H., Cody, G. (2002). Executive functioning in adults and children with developmental dyslexia..Neuropsychologia 40, 2144–2155.

Cronin-Golomb, A., & Braun, A. E. (1997). Visuospatial dysfunction and problem -solving in Parkinson's disease. Neuropsycholog-y} 11 (1), 44-52.

Douglas, V. 1. (1983). Attentional and cognitive problems. In M. Rutter (Ed.),Developmental Neuropsychiatry. Edinburgh, UK: Churchill Livingstone,280-329.

Dowker,A., (2005).Eerly Identification and Intervention for Students With Mathematics Difficulties.Journal of Learning Disabilities, 38, 328-331.

Gartland, D.,& Strosnider, R (2007). Learning Disabilites and young children: Identification and Intervention. Learning Disability Quarterly, 30(1), 63-72.

Fletcher JM, Reid Lyon G, Fuchs LS, Barnes MA. (2007). Learning disabilities: from identification to intervention. 1st ed. New York: Guilford Press.

Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components. Learning and Individual Differences, 20(2), 130-133.

Gersten, R., Jordan, N., & Flojo, J.R. (2005). Early Identification and Intervenstions for students with mathematics Difficulties. Journal of Learning Disabilities, 38, 293-304.

Goldstein B. H. & obrzut, J. E. (2001). Neuropsychological treatment of dyslexia in the classroom setting. Journal of learning Disabilities,34 (3), 276-285.

Heim S, Marion G, Elisabeth M, Simon B, Eickhoff C,Helen S. (2010) Al Cognitive levels of performance accountfor hemispheric lateralisation effects in dyslexic andnormally reading children. Journal Homepage, 6, 1346-1358.

Hu W, Lee HL, Zhang Q, et al. (2010) Developmental dyslexia in Chinese and English populations: dissociating the effect of dyslexia from language differences. Brain, 133, 1694–706.

Jenks, K. & Lieshout, E. (2009). Arithmetic Difficulties in children with Cerebral Palsy are Related to Executive Function and Working memoty,Journal of Child Psychology and Psychiatry, (50), 824-835

Hynd, G. W., & Willis, W. G. (1988). Pediatric Neuropsychology. New York: Grune & Stratton.

Korkman, M. (1988). NEPSY. A proposed neuropsychological test battery for young developmentally disabled children: Theory and evaluation. Academic dissertation. University of Helsinki. 114p.

Korkman, M., & Peltomaa, A. K. (2005). Preventive treatment of dyslexia by a preschool training program for children with language impairments. Journal of Clinical Child Psychology, 22(2), 277-287.

Lerner, J. W. (2003). Children with learning disabilities: theories, diagnosis and teaching strategies.Boston: Houghton Mifflin.

Meltzer L. (2007). Executive Function in Education(frome theory to practice). NewYork: Guilford Press.

Mirsky, A. E (1996). Disorders of attention: A neuropsychological perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function. Baltimore: Brookes. 71-95

Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37,51-87.

Reid, G. (2003). Dyslexia: A practitioner’s Handbook. Third Edition.John wiley & sons ltd.

Reid G(2009). Dyslexia: a practitioner’ s handbook.4th ed. West Sussex: John Wiley and Sons.

Reiter, A., Tucha, D. & Lange, K. (2004).Executive Function in Children With Dyslexia., J.Department of Experimenal Psychology, 11, 116-131.

Robertson, J. (2000). Neuropsychological intervention in dyslexia: two studies on British pupils. Journal of learning Disabilities, 3 (2), 137-148.

Schumacher J. (2007). Genetics of dyslexia: the evolvinglandscape. 2nd ed. Oxford, Blackwell, 257-269.

Seidman, L. J. (2006). Neuropsychological functioning in people with ADHD across the lifespan. Clinical Psychology Review, 26, 466–485.

Seki A, Kassai K, Uchiyama H, Koeda T. (2008). Reading ability and phonological awareness in Japanese children with dyslexia. Brain Dev, 30,179–88.

Semrud-Clikeman, M., Guy, K. A., & Griffin, J. D. (2000). Rapid automatized nam ing in children with reading disabilities and attention deficit hyperactivity disor der. Brain and Language, 74, 70–83.

Semrud – clikeman,M(2005).Neuropsychological.Aspects for Evaluating Disabilities. Journal of Learning Disabilities, 38,563,568.

Sergeant, J. A., Geurts, H., Huijbregts, S., Scheres, A., & Oosterlaan, J. (2003). The top and bottom of ADHD: A neuropsychological perspective.Neuroscience Biobehavioral Reviews, 27, 583-592.

Snow, C. E. (2002). Reading for understanding: Toward an R&D program in readingComprehension. Santa Monica, CA: Rand.

Steele,M. (2004).Making The Case for Early Identification and Intervetion for Young Children at Risk for Learning Disabilities.Children Education Journal,32(2),75-79.

Spark, S. & Fisk, J. (2007). Working memory Functioning in Developmental Dyslexia, J.Cognitive Psychology, 15, 34-56.

Swanson, L,H,.Saez.L,.&Gerber,M(2003).Growth in Literacy and cognition in Bilingual children at Risk or Not at Risk for Reading Disabilities,Journal of Educational Psychology,98(2),247-250.

Swanson, H., L & Jerman,O (2006). Math Disabilities: A selective meta- Analysis of the literature.Review of educational Research, 76,249-251.

Swanson,L,H,&Jerman, O. (2007).The influence of working memory on reading growth in subgroups of children with reading disabilities.Journal of Exceptional Cild Psychology,96(4),249.

Torppa M, Lyytinen P, Erskine J, Eklund K, Lyytinen H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. J Learn Disabil; 43, 308–21.

Valera, E., & Seidman, L. J. (2006). Neurobiology of attention-deficit/hyperactivity disorder in preschoolers. Infants and Young Children, 19(2),94-108.

Welsh, M. C., & Pennington, B F. (1988). Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology, 4, 199-230.

Winogron, H. W., Knights, R. M., & Bawden, H. N. (1984). Neuropsychological deficits following head injury in children. Journal of Clinical Neuropsychology, 6(3), 269-286.

Zelazo, P. D., & Muller, U. (2002) Executive functions in typical and atypical development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 445-469). Oxford: Blackwell.

Ziegler JC, Pech-Georgel C, Dufau S, Grainger J. (2010). Rapid processing of letters, digits and symbols: what purely visual-attentional deficit in developmental dyslexia? Dev Sci; 13: F8–F14.

nal Leadership. 57, 7, 52-63.