اثربخشی برنامه توالی واجی lindamood بر عملکرد خواندن دانش‌آموزان با اختلال یادگیری خاص

مقدمه: هدف از پژوهش حاضر بررسی اثربخشی برنامه توالی واجی lindamood، بر عملکرد خواندن دانش‌ آموزان با اختلال‌های یادگیری خاص بود. روش کار: در پژوهش حاضر از روش تک آزمودنی با طرح چند خط پایه‌ ای با سه آزمودنی استفاده شد. افراد مورد بررسی سه نفر از دانش ‌آموزان پسر پایه چهارم ابتدایی بودند. تدوین تاریخچه فردی، آزمون هوشی وکسلر کودکان ویرایش چهارم، آزمون خواندن و نارساخوانی، آزمون صحیح ‌خوانی متن، مدت زمان خواندن و آزمون درک مطلب محقق ‌ساخته بر روی هر سه آزمودنی اجرا شد.یافته‌ها: برای تحلیل داده‌های به دست آمده از روش تحلیل دیداری و شاخص اندازه اثر استفاده شد. نتایج به دست آمده بیانگر تفاوت در عملکرد آزمودنی در شرایط خط پایه نسبت به مداخله بود و برنامه مداخله‌ ای باعث بهبود هر سه متغیر مورد بررسی یعنی صحیح خواندن، سرعت خواندن و درک مطلب شده بود.نتیجه ‌گیری: برنامه توالی واجی lindamood موجب بهبود عملکرد خواندن آزمودنی‌ها (کاهش اشتباهات خواندن، افزایش سرعت خواندن و درک مطلب) می‌شود. همچنین اثرات این مداخله در طول زمان پایدار می‌ماند. 

the impact of lindamood phonological sequencing program on the reading performance of students with specific learning disorder

introductionmany elementary school children, even those with average or above-average iqs and good adaptability, often struggle with schoolwork. these challenges are commonly referred to as learning disabilities or learning disorders. among the types of learning, learning to read is of particular importance in the education system, and students who finish elementary school are expected to read fluently and understand everything they read. reading is a complex cognitive process of understanding the text, and the reader needs to coordinate information about the subject, using different reading strategies and extracting meaning. to truly learn, students first need to develop their reading skills. reading is one of the essential tools for learning. therefore, paying special attention to treating children with reading problems is necessary. a common feature of all children with learning disabilities is difficulty learning school subjects. students with learning problems tend to internalize their negative experiences at school and often doubt their academic success because they have more problems learning than their peers. research shows that the three main components of reading, reading ability, reading speed, and reading comprehension, are influenced by cognitive factors such as phonological awareness and working memory function, and deficiencies in these factors have shown a high correlation with reading problems (10). phonological awareness is essential for literacy success and is a simultaneous and reliable predictor of reading ability (12). linamood phonological sequencing (lips) program provides systematic and explicit psychological instruction in phonemic awareness, along with everyday experiences in reading and writing. phonological awareness is “a conscious sensitivity to the sound structure of language.” in other words, the ability to analyze spoken language and recognize that it is composed of smaller units. phonological awareness is used to describe awareness of spoken language at the level of word, syllable, onset, time and phoneme (11). stimulating phonological awareness is the primary goal of the lindamood program, helping students with speaking, spelling, and reading. in this program, the student tries to integrate sensory information, including hearing, seeing, and feeling, and receiving feedback from these senses helps to develop phonological awareness and decoding (29). phonological awareness is related to the speed and accuracy of reading in children with auditory processing disorder; therefore, in addition to paying attention to phonological skills, it is also essential to strengthen auditory processing skills because these children’s reading skills will be strengthened and improved. therefore, due to the lack of comprehensive research in the field of the effect of the lips program on the reading performance of students with special learning disorders, the mentioned goal is investigated in the present research. therefore, the research seeks to answer the following questions: 1- does the lips program increase the reading performance (reading errors, reading speed, and reading comprehension) of students with specific learning disabilities? 2- does the lips program have stable effects on reading performance over time? 3- does the lips program improve the subject’s performance in the standardized test? the results of this research can provide a clear and practical vision for counselors and psychotherapists. in addition, the research results can be a suitable theoretical and practical basis for improving reading performance in various educational and therapeutic institutions such as counseling centers in universities, clinics, and the like.methodsthe research method utilized a single-subject experimental design with an emphasis on precision. prior to implementing any experimental action, the behavior in question was thoroughly studied and measured. after the experiment, repeated measurements were taken to assess any changes in behavior. this study followed an a-b design, where the initial state (a) was carefully measured, followed by the implementation of the experimental action (b), and then the subject’s behavior was measured again during the follow-up phase.the participants in this study were three male fourth-grade students with specific learning disabilities who attended a regular school in varzane, iran, during the academic year 2021-2022. the criteria for selecting participants included reading problems as diagnosed by the kormi-nouri and moradi (2008) reading and dyslexia test, parental consent, normal intelligence status with an iq score of 85 or above on the wechsler