مقایسه‏ ی درک بندهای موصولی پیچیده در کودکان نارساخوان و سالم فارسی زبان

در پژوهش حاضر درک دو نوع بند موصولی پیچیده­ی فاعلفاعل و فاعلمفعول در کودکان نارساخوان و سالم و نیز درک این دو نوع بند موصولی نسبت به هم مقایسه و سه نوع خطا در این رابطه بررسی گردید. به­دلیل نبودن پژوهشی درباره­ی چگونگی درک بندهای موصولی در کودکان نارساخوان فارسی­زبان، پژوهش حاضر جزء اولین پژوهش‌های این حوزه محسوب می­شود. روش این پژوهش، مقطعی، توصیفی و مقایسه‌ای است. به­منظور سنجش درک بندهای موصولی، یک آزمون تصویری شامل چهار گزینه طراحی شد و از 30 دانش­آموز نارساخوان و 30 دانش‌آموز سالم در سه پایه­ی سوم، چهارم و پنجم آزمون گرفته شد. یکی از تصاویر درست و سه تصویر دیگر انحرافی بودند که به سه نوع خطا در بند پایه، خطا در بند موصولی و خطا در هر دو بند طبقه‌بندی شدند. برای تحلیل یافته‌های حاضر از آزمون من‌ویتنی و مربع‌کای استفاده شد. نتایج به­دست آمده نشان داد که بین کودکان نارساخوان و سالم در درک هر دو نوع بند موصولی تفاوت معنی‌داری وجود داشت (0.0001≥ p). کودکان نارساخوان در درک هر دو نوع بند موصولی با مشکل بیشتری روبه­رو بودند و درصد سه نوع خطا در آن‌ها بالاتر بود. کودکان نارساخوان و سالم در بندهای موصولی فاعلمفعول درک پایین‌تری داشتند و پیچیدگی بندهای موصولی فاعلمفعول بر اساس نظریه­ی وابستگی مکانی، فرضیه­ی‌ ساختاری، فرضیه­ی فاصله­ی خطی و فرضیه­ی تفاوت در ترتیب واژگان تایید شد. بر مبنای نتایج نهایی مشخص شد که کودکان نارساخوان نسبت به هم‌سالان خود در چه مواردی با مشکل بیشتری مواجه‌اند و در چه ساختارهای نحوی نیاز به تمرین بیشتر دارند.

Comparing the Comprehension of Complex Relative Clauses in Dyslexic and Normal Persian Children

This study investigated and compared the comprehension of subjectsubject (SS) and subjectobject (SO) relative clauses in dyslexic and normal children. Three types of errors were analyzed. Since there is no available study on comprehension of relative clauses bydyslexic Persian children, the present research is a pioneering work in this field. This study adopted a crosssectional, descriptive, and comparative design.In order to evaluate the comprehension of relative clauses, a multiplechoice pictorial test with four alternatives was designed. The test was administered to 30 third to fifth grade elementary dyslexic students and 30 normal ones. One of the alternatives was the correct response and the other three were distracters which contained main clause error (MCE), relative clause error (RCE), and double clause error (DCE). Datawere analyzed by MannWhitney U and Chisquared tests. Results demonstrated significant differences between dyslexic and normal children in the comprehension of both types of relative clauses (p ≤0/0001). Dyslexic children performed weaker than normal children in the two kinds of relative clauses, and in their group, the percentage of all three types of errors was higher. Dyslexicand normal children had lower comprehension ofSO relative clauses and the complexity of SO relative clauses was confirmed on the basis ofdependence locality theory, structural distance hypothesis, linear distance hypothesis, and word order difference hypothesis. Accordingto obtained results, it was indicated that compared to normal children, in what cases the dyslexic children had more problems and in which syntactic structures they needed to have more practice. Extended Abstract In the past thirty years, processing relative clauses in different languages has had an important role in linguistic and psycholinguistic researches. A common theme in experimental studies has been the comparison of performance on subject and object relative clauses. Moreover, the comparison of verbal abilities in normal and dyslexic children is one of the most important issues in the interdisciplinary field of psycholinguistics. Evidence shows that dyslexic children not only have poor phonological processing, but also show compromised performance in complex syntactic processing tests as compared with normal children. This study investigated and compared the comprehension of subjectsubject (SS) and subjectobject (SO) relative clauses in children with dyslexia and normal children. The Present study tested the predictions of three hypotheses and one theory including dependence locality theory, structural hypothesis, linear hypothesis and word order difference hypothesis. This study had a cross sectional, descriptive and comparative design. The study population consisted of third to fifth grade elementary students in Kerman in 20172018 academic year. Participants were 60 monolingual Persianspeaking students (mean age of 10.5 years): 30 with developmental dyslexia and 30 normal children. Dyslexic children were selected by availability sampling and normal children were selected by table of random numbers. These students were evaluated by vocabulary pretest and grammar pretest. Two pretests measured comprehension of words and transitive verbs.  In order to evaluate comprehending of two types of relative clauses, a picturematching test with four alternatives was designed. One of the alternatives was the correct response and the other three contained main clause error (MCE), relative clause error (RCE), and double clause error (DCE). The error category was designed to provide insight into misinterpretations. The first category was MCE where only the subjectverb relation in the embedded verb was interpreted correctly. The second error category was RCE, where only the subject relation in the main clause was interpreted correctly. The last category was DCE, where both subjectverb relations were erroneously interpreted. The test was designed by considering the viewpoints of experts in the Persian language. After preliminary analysis and eliminating inappropriate items, the final test was designed with eight items, which measured comprehension of SS and SO relative clauses. Reliability of this test was assessed by Pearson correlation coefficient. Pearson coefficient of 0.96 was obtained. The test was conducted to compare each group’s performance on each relative clause type. The children were tested in a quiet room individually. They were told to read out a sentence that matched only one of the pictures and their task was to choose the picture that the sentence had described. Preliminary instructions emphasized the importance of looking carefully at all pictures and being accurate rather than fast. Children’s responses were scored according to one of the four categories. One was target response and the remaining responses were errors. At the end, data was gathered from two groups and three types of errors were analyzed. Afterwards, data were analyzed by MannWhitney U and Chisquared tests. Results demonstrated significant differences between dyslexic and normal groups in the comprehension of both types of relative clauses (p≤0/0001). Dyslexic children performed weaker than normal children in two types of relative clauses, and the percentage of all three types of errors was higher in them. Moreover, children with developmental dyslexia encountered more difficulties in the comprehension of SO relative clauses, and the percentage of all three types of errors increased in them. Children with developmental dyslexia and normal children fail to comprehend only one part of relative clauses. In SS and SO relative clauses, the most common error related to MCE, indicating that children cannot comprehend the relationship between subjects and verbs in main clauses. In both relative clauses, the least common error related to DCE, indicating that children cannot comprehend only one part of the relative clause. The percentage of all errors in SO relative clauses was higher in both groups. Furthermore, SO relative clauses were more difficult tocomprehended than SS relative clauses, which confirmed structural distance hypothesis, dependence locality theory, linear distance hypothesis and word order difference hypothesis. The noted problems may be eliminated with further and earlier training for children with developmental dyslexia. Obtained findings from this study propose that in addition to phonological awareness, the syntactic ability of Persianspeaking dyslexic children needs to be improved. Due to the intrinsic limitation of our behavioral method, it is clear that more investigation, especially brain imagining, is warranted in order to characterize the nature of the deficit in dyslexic children more specifically.