بررسی اثربخشی روش آموزش خواندن براساس نظریه یادگیری مغز محور

هدف: مطالعه حاضر ارائه روش تدریس آموزش خواندن در دبستان، بر اساس نظریه یادگیری مغزمحور و مقایسه اثر‏بخشی آن با روش رایج کلی کلمه آموزی است.روش: طرح تحقیق، طرح آزمایشی از نوع پس ‏آزمون با گروه کنترل معادل بود. جامعه مورد مطالعه فراگیران پایه‏ ی پیش‏ دبستانی، شهر مشهد بودند. نمونه پژوهش 50 نفر بودند که به صورت هدفمند انتخاب شدند پس از اجرای تست هوش وکسلر ِکودکان و بررسی پرونده بهداشتی آنان جهت اطلاع از سلامت بینایی، شنوایی و تاریخ تولد آن‏ها، در دو گروه همگن قرار گرفتند. گروه‏ها به‏صورت تصادفی در دو گروه آزمایش و کنترل انتساب شدند. سپس روش آموزش مغز‏محور برای شروع خواندن با استفاده از بسته‏ی آموزشی محقق‏ساخته بر روی گروه آزمایش و روش کلی کلمه‏آموزی (روش رایج) بر روی گروه دیگر به اجرا درآمد. برای جمع‏آوری اطلاعات، از آزمون تشخیصی خواندن نیلی‏پور و شیرازی ) (nilipour& shirazi, 2011 و برای تحلیل داده‏ها از آزمون تحلیل واریانس چند متغیره استفاده گردید.یافته‏ها: نتایج نشان داده است که روش آموزش خواندن بر اساس روش مغز‏محور نسبت به روش رایج، به طور معنی‏داری بر بهبود عملکرد خواندن (p>0.05,f=04.74)، دقت خواندن (p>0.05,f=19.94)، سرعت خواندن (p>0.05,f=16.17) و همچنین در درک‏ مطلب خواندن فراگیران (p>0.05,f=26.11) تاثیر داشته است. بنابراین روش آموزش مغز‏محور می‌تواند بر بهبود روش‌های آموزش خواندن در مرحله شروع خواندن تاثیر بیشتری داشته باشد.

The present study aims to provide a brainbased Reading Teaching method in the primary schools and to compare its effectiveness with the current teaching method

Objectives: The present study aims to provide a brainbased Reading Teaching method in the primary schools and to compare its effectiveness with the current teaching method. Brain based learning has had a lot of influence on educational affairs. Regarding the twelve principles of brain based learning, I have tried to present a new method for the beginning stage of teaching reading, and to examine its effectiveness as to precision, speed and degree of comprehension with the current method. Introduction: Reading teaching is one of the most important topics for students to start their education program, and success in it can lead to progress in other subjects. Since reading skills are a way to achieve a wide range of information, a child’s failure to learn to read in the early years of school prevents him or her from learning other things in the curriculum. This means that reading problems, more than any other learning problem in various fields, hinder inclusive academic achievement. In Iran’s educational system, language teaching experts have always considered poor reading skill one of the gaps in the education system, and have considered incorrect teaching methods to be the cause of this problem and have emphasized on correcting reading teaching methods. In recent years, attention has been paid to understanding the function of the brain, which is a key factor in human learning and plays an essential role in reading practice. Caine and Caine (2006) based on the views and opinions of experts and specialists such as Stellern, Diamond, Jensen and by researching and combining educational and scientific research on the brain and how they are used in curriculum development, twelve general principles for brainbased learning has been introduced into the education system, and this study seeks to provide a way to teach reading and testing in the early stages of reading based on the cognitivemetacognitive aspects of brainbased learning whose constituent concepts are the twelve principles of Caine and Caine. It has taken a step towards improving reading methods. Because one of the most important factors influencing the learning and performance of successful reading and comprehension and overcoming learning problems is cognitivemetacognitive strategies. It also notes that so far no research has been done on how to use brainbased learning to begin reading, and none of the other researchers’ research has been in the early stages of reading and teaching. With brainbased and its effect on learning and reading, it has been done in higher stages, which is related to other stages of reading and teaching topics and has nothing to do with the beginning stage of reading, and the authors of the present study are trying to use learning For the first time, with brainbased learning in a way to teach people to start reading in the second stage of reading teaching. Therefore, the present study examines the following questions: 1. Does the brainbased reading method increase students’ reading progress at the beginning of reading compared to the current wordteaching method? 2. Does the brainbased reading method increase the students’ reading accuracy in the beginning stage of reading compared to the current wordteaching method? 3. Does the brainbased reading method increase students’ reading speed at the beginning of reading compared to the current wordteaching method? 4. Does the brainbased reading method increase the students’ reading comprehension in the beginning reading phase compared to the current wordteaching method?   Method: Brain based reading teaching method is more efficient than the general method of word teaching for preschool students at the beginning stage reading. The design of the research was the experimental design of the posttest type with the equivalent control group. The population of the study were taken from the second level of preschool in Mashhad. The sample population consisted of 50 children who were purposeful sampling after the implementation of the Wechsler Intelligence Test, survey of the children’s health profile to be sure of their hearing and visual good condition, and their date of birth. Then they were randomly divided into two homogenous experimental and control groups. The criterion for entering the research sample was having an IQ (90115), the age of 5.5 to 6 years, lack of any training and the ability to read and the health of the hearing and vision system, and the criterion for leaving the research were hearing loss and visual impairment. In the present study, the independent variables were the brainbased reading training method and reading vocabulary and related variables, reading accuracy, reading speed and reading comprehension. Then, the brainbased teaching method was administered to the experimental group to start teaching reading by the help of a researchermade educational package, and the current general method of word teaching was administered to the control group. Nilipour and Shirazi diagnostic reading tests were used to collect information. And for data analysis, multivariate variance analysis was used. Results: The results showed that BrainBased Reading Teaching method had a significant effect on improving the reading performance of learners (P ≤0.05, F = 74.04), on reading accuracy (P≤0/05، F=94/19), reading speed (p ≤0.05, F= 17/16) and reading comprehension (P≤ 0.05, F = 11.26). It is concluded that brain based teaching method can have greater influence on the improvement of the methods for teaching reading at the beginning stage of reading. So there can be a new improvement of the method for teaching reading at the first level of primary schools throughout the country, thus an improvement of the reading skills of learners. Based on the results of the present study, it was found that the learners of the brainbased group (students who have been trained in the brainbased learning method ) compared to the learners of the wordteaching group (students who trained by commonly word method) have been trained to perform better in reading progress; therefore, according to the research results, using the brainbased reading teaching method, which is a combination method, is quite effective on the progress, accuracy, and speed of reading and comprehension of learners. Since no research has been found concerning learning brainbased teaching in the early stages of reading, the results of the use of the brainbased method on learners’ learning rate with findings; Jensen (1996), Duman (2006), Hoiland (2005), Pociask and Settles (2007), Karimzadeh and mojallal (2015), Seifi, Ebrahimi Ghavam and Farrokhi (2010), Sprenger (2013), Hasani, Dastjerdi and Pakdaman (2015) who have been in various fields of learning, with the present study Is aligned. Also, the findings of Seifi et al. (2010) in a study entitled The effect of brainbased learning on reading comprehension and reading speed of thirdgrade elementary students indicated that brainbased learning training on reading comprehension and reading speed of students has significantly increased the quality of their learning. On the other hand, Karimzadeh and mojallal’s research (2015) showed that the brainbased learning method and participatory learning method have affected the academic progress of fifthgrade elementary students in Bonab city. These results show that the research ahead in this field. The findings of this study are consistent. The findings show that using brainbased reading training as a new way to start reading has been effective in improving students’ progress, accuracy and speed of reading and comprehension, so it’s no surprise that children in the brainbased reading group have shown significant progress in reading skills compared to children in the wordteaching group. Key words: BrainBased Learning, Reading Method, Reading Teaching Method.