تاثیر آموزش روش درکی حرکتی برعملکرد خواندن دانش آموزان نارسا خوان دختر شهر اصفهان

ﻣﻘﺪﻣﻪ: از آﻧﺠﺎﯾﯽ ﮐﻪ ﻧﺎرﺳﺎﺧﻮاﻧﯽ ﯾﮑﯽ از ﻋﻮاﻣﻞ ﻣﻬﻢ در ﻋﺪم ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان دوره اﺑﺘﺪاﯾﯽ ﻣﯽﺑﺎﺷﺪ، ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ روش ادراﮐﯽ- ﺣﺮﮐﺘﯽ ﺑﺮ ﻋﻤﻠﮑﺮد ﺧﻮاﻧﺪن داﻧﺶآﻣﻮزان ﻧﺎرﺳﺎﺧﻮان دﺧﺘﺮ ﺳﻮم اﺑﺘﺪاﯾﯽ ﺷﻬﺮ اﺻﻔﻬﺎن اﻧﺠﺎم ﺷﺪ. روشﻫﺎ: ﻧﻤﻮﻧﻪ ﻣﻮرد ﻧﻈﺮ ﺷﺎﻣﻞ 30 ﻧﻔﺮ از داﻧﺶآﻣﻮزان ﻧﺎرﺳﺎﺧﻮان ارﺟﺎع داده ﺷﺪه ﺑﻪ ﻣﺮﮐﺰ اﺧﺘﻼﻻت ﯾﺎدﮔﯿﺮی ﺷﻬﺮ اﺻﻔﻬﺎن ﺑﻮد ﮐﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮی در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه 15 ﻧﻔﺮی ﺷﺎﻣﻞ ﯾﮏ ﮔﺮوه آزﻣﺎﯾﺶ و ﯾﮏ ﮔﺮوه ﮐﻨﺘﺮل ﺟﺎی ﮔﺮﻓﺘﻨﺪ. ﮔﺮوه آزﻣﺎﯾﺶ ﻃﯽ 10 ﺟﻠﺴﻪ دو ﺳﺎﻋﺘﻪ ﺑﻪ ﺻﻮرت اﻧﻔﺮادی ﺗﺤﺖ آﻣﻮزش ادراﮐﯽ- ﺣﺮﮐﺘﯽ ﻗﺮار ﮔﺮﻓﺖ؛ در ﺣﺎﻟﯽ ﮐﻪ ﮔﺮوه ﮐﻨﺘﺮل ﻫﯿﭻﮔﻮﻧﻪ ﻣﺪاﺧﻠﻪای را درﯾﺎﻓﺖ ﻧﻨﻤﻮد. اﺑﺰار ﻣﻮرد اﺳﺘﻔﺎده در اﯾﻦ ﭘﮋوﻫﺶ، آزﻣﻮن ﺗﺸﺨﯿﺼﯽ ﺧﻮاﻧﺪن (ﻓﺮم اﮐﻮال) آزﻣﻮن ﻫﻮش wechsler ﺑﻮد ﮐﻪ در ﻣﺮاﺣﻞ ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪﻫﺎی آﻣﺎری ﺑﻪ دﺳﺖ آﻣﺪه ﻧﺸﺎن دادﻧﺪ ﮐﻪ ﺑﯿﻦ ﻧﻤﺮات ﮐﻠﯽ ﭘﯿﺸﺮﻓﺖ ﺧﻮاﻧﺪن داﻧﺶآﻣﻮزان ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺗﻔﺎوت ﻣﻌﻨﺎداری وﺟﻮد دارد. ﻫﻤﭽﻨﯿﻦ ﻣﺸﺨﺺ ﺷﺪ ﮐﻪ آﻣﻮزشﻫﺎی ادراﮐﯽ- ﺣﺮﮐﺘﯽ ﺗﻮاﻧﺴﺘﻪاﻧﺪ ﺑﺮ ﺗﻮاﻧﻤﻨﺪیﻫﺎﯾﯽ ﻧﻈﯿﺮ ﺟﺪاﮐﺮدن ﮐﻠﻤﺎت، ﭘﺮﮐﺮدن ﺟﺎﻫﺎی ﺧﺎﻟﯽ- ﺧﻮاﻧﺪن ﻣﺘﻦ و ﺑﯿﺎنﮐﺮدن ﺣﺮوف ﺗﺄﺛﯿﺮ ﻣﻌﻨﺎداری داﺷﺘﻪ ﺑﺎﺷﻨﺪ (p<0/05). ﺑﺎ اﯾﻦ وﺟﻮد، ﺑﯿﻦ دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺑﻪ ﻟﺤﺎظ ﺑﺨﺶﮐﺮدن و ﺻﺪاﮐﺸﯽ ﺗﻔﺎوت ﻣﻌﻨﺎداری ﻣﺸﺎﻫﺪه ﻧﺸﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺗﻤﺮﯾﻨﺎت ادراﮐﯽ- ﺣﺮﮐﺘﯽ ﻣﯽﺗﻮاﻧﻨﺪ ﺑﻪ ﻋﻨﻮان روﺷﯽ ﺑﺮای ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد ﺧﻮاﻧﺪن داﻧﺶآﻣﻮزان ﻧﺎرﺳﺎﺧﻮان ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﺑﮕﯿﺮﻧﺪ.

effect of -motor-perception training on reading performances of dyslexian elementary students of Isfahan

The purpose of the present study was to determine the effect of motorperception training on reading performances of dyslexian elementary students of Isfahan. Statistical population was comprised of dyslexic children referring to the learning disorder center of Isfahan. The design of the research had pre testpost test a training group and a control group. The Experimental group had 15 students and the control group had 15 students. Then experimental groups received 10 sessions of individual mixed sensorymotorperception training. The instruments were: Demographic Questionnaire Wechsler Intelligence Scale for Children and A reading screening test as the pre test and post test. The result of the analysis of variance showed that there was significant deferencse between the groups that is the training group significantly scored higher than the control group on the post test(P<0.0001). Overall the result show that the mixed sensorymotorperception training was effective on students reading