اثربخشی آموزش به روش مونته سوری و روش چند حسی فرنالد بر حافظه دیداری و حساسیت شنیداری در اختلال دیس گرافیا

هدف: این پژوهش با هدف مقایسه اثربخشی آموزش به روش مونته سوری و روش چند حسی فرنالد بر حافظه دیداری و حساسیت شنیداری اختلال دیس گرافیا در دانش‌آموزان اول ابتدایی شهرستان تبریز انجام گرفت. روش: پژوهش حاضر به شیوه نیمه‌آزمایشی و از نوع طرح پیش‌آزمون -پس‌آزمون با دو گروه آزمایشی و یک گروه گواه است. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان اول ابتدایی شهرستان تبریز با اختلال یادگیری خاص دیس گرافیا که مشغول به تحصیل در سال تحصیلی 1403-1402 بودند و نمونه تحقیق نیز متشکل از 60 نفر دانش‌آموزانی بود که به روش نمونه‌گیری دردسترس انتخاب شده و در دو گروه آزمایشی و یک گروه کنترل جایگزین شدند. برای تجزیه و تحلیل فرضیه‌های پژوهش از روش آمار استنباطی تحلیل کوواریانس استفاده شد. نتیجه: نتایج نشان داد که حافظه دیداری و حساسیت شنیداری در دو روش مونته سوری و روش فرنالد نسبت به گروه کنترل افزایش بیشتری داشته و از لحاظ آماری نیز معنی‌دار بود. اما در بررسی دو روش مذکور در افزایش حافظه دیداری و حساسیت شنیداری نتایج نشان می‌دهد که علی رغم بالابودن میانگین نمرات حافظه دیداری در روش مونته سوری نسبت به روش فرنالد، از لحاظ تاثیرگذاری در افزایش حافظه دیداری تفاوت معنی‌داری با یکدیگر ندارند.

comparison of the effectiveness of montessori method and fernald's multi-sensory method on visual memory and auditory sensitivity in disorder dysgraphia

learning disabilities are diagnosed when an individual has specific deficiencies in the ability to understand or process information appropriately and correctly. one of the learning disabilities is writing disorder. the ability to correctly write sequences of letters, or in other words, the correct spelling of words in a language, is one of the important aspects of written language, particularly significant in the early stages of learning the writing system of a language (vary & modul, 1995).the causes of learning disabilities include biological disorders, perceptual-motor disorders, visual and auditory processing disorders, and memory and attention disorders, which primarily occur during the preschool period (feola, marino, masulo trabocco & marcella, 2015). developmental disabilities are precursors to future academic learning disabilities. preschool children who are developmentally normal easily acquire pre-academic skills before they officially enter school, but any developmental deviation may be a precursor to learning disabilities. children with learning disabilities are disorganized in their movements and have difficulties with fine motor skills and motor control (giri, 2010). researchers indicate that there is a positive correlation between perceptual-motor development and academic performance in children, and students who perform better in perceptual-motor and cognitive development show better academic progress (norbash, 2006).the main objectives in writing skills focus on the ability to write the letters of the alphabet, correctly combine letters, form words, and construct sentences. for spelling, the student must have the ability to remember the shapes of the learned letters and write them together, first forming words and then sentences. therefore, we try to perform subtle movements with the fingers during the teaching of each lesson (dardashti, 2017). essentially, writing is a complex mental activity that is far more advanced than reading. the language skill of spelling refers to the accurate transfer of phonetic symbols to written letters. due to incomplete writing and incorrect spelling, it is not possible to convey complete and precise meaning to the reader. it seems that if this error did not exist.the main objectives in writing skills focus on the ability to write the alphabet, correctly combine letters, form words, and construct sentences. for spelling, students must have the ability to remember the shapes of the learned letters and write them together, first writing words and then sentences.the different sensory perceptions of individuals with specific learning disabilities lead to a decrease in attention when faced with stimuli such as letters. the logical conclusion is that these individuals need assistance in three areas: improving sensory perceptions, increasing attention during the interval between reading and spelling, and finally practicing reading and spelling.various therapeutic methods, including the montessori method and the fernald multisensory approach, are used to improve visual memory and auditory sensitivity. the fernald method is based on the gestalt psychology principle that the whole is different from the sum of its parts, and the visual area of the brain does not respond to discrete visual input elements (schultz & schultz, 2011). words are represented in the brain as a unified whole rather than as discrete components. the montessori method is an educational approach that provides opportunities for self-directed learning, individual study freedom, cognitive development, and adaptation to the social environment's needs for children, utilizing educational tools to develop their self-sufficiency skills (darleiman et al., 2019).