مقایسه‌ی نیمرخ هوشی بین دانش‌آموزان عادی با مهارت بیش‌فعالی در نارسا‌خوانی براساس وکسلر4 دردوره ابتدایی

پژوهشگران اعتقاد دارند که آزمونهای هوش عمومی نظیر وکسلر اطلاعات مفیدی درباره توانایی هوشی دو اختلال بیش‌فعالی/ نارسایی‌توجه و اختلال یادگیری که تحت عنوان دو اختلال چالش برانگیز در حوزه روانشناسی‌ وتعلیم وتربیت از آنها نام برده می‌شود، فراهم می‌آورد هرچند ابزار تشخیص نهایی محسوب نمی‌گردد (علیپور، برادران و ایمانی‌فر1394، به نقل از تادی، کونتنا، کاریا، ونتورینی و وندیتی ؛2011). اصطلاح اختلالات یادگیری را دولت فدرال آمریکا درسال1977 چنین تعریف کرد: « اختلالات یادگیری خاص» به معنی اختلالی است در یک یا بیش از یک فرایند روان شناختی پایه که در فهم یا کاربرد زبان گفتاری یا نوشتاری دست ‌اندرکار است، که ممکن است خود را به صورت توانایی ناقصی در گوش‌دادن، فکرکردن، حرف‌زدن، خواندن، نوشتن، هجی‌کردن، یا انجام محاسبات ریاضی نشان دهد. این اصطلاح شامل شرایطی از قبیل نقصهای ادراکی، آسیب مغزی، آسیب‌های کارکرد جزیی مغز، نارساخوانی، و زبان پریشی تحولی می‌شود. اما کودکانی را که مشکلات یادگیری آنان درنتیجه نقص‌های بینایی، شنوایی، یا حرکتی بوده یا بر اثر عقب‌ماند‌گی‌ذهنی، یا پریشانی‌های هیجانی یا محرومیت‌های محیطی، فرهنگی، یا اقتصادی ایجاد شده باشد، شامل نمی‌شود (کریمی،1387).

Comparison of IQ among normal students with hyperactive skills in reading disorder based on Wechsler 4 in elementary school

Researchers believe that general intelligence tests, such as Wechsler, do not provide useful information about the intelligence ability of two disorders, hyperactivity / attention deficit and learning disabilities, which are referred to as the two most challenging disorders in psychology, education, and training. , Brothers and Faith's 1394, quoted by Tadi, Contena, Caria, Venturini and Wenditi; 2011). The term learning disabilities was defined by the US Federal Government in 1977 as specific learning disabilities means a disorder in one or more of the underlying psychological processes involved in understanding or using spoken or written language that may involve Demonstrates incomplete ability to listen, think, speak, read, write, spell, or perform mathematical calculations. The term includes conditions such as cognitive impairment, brain injury, minor brain dysfunction, dyslexia, and developmental aphasia. However, it does not include children whose learning disabilities are the result of visual, auditory, or motor impairments or are caused by mental retardation, or emotional distress, or environmental, cultural, or economic deprivation (Karimi, 2008). Also, in diagnosing students with learning disabilities, a wide range of information is required. In other words, the strengths and weaknesses of this type of students should be carefully evaluated. In this evaluation, various tests such as intelligence test and tests related to perceptual ability and visual coordination Use motor and visual abilities (Yarmohammadian, 2008). Adriana (2001) believes that there is a significant difference between intelligence and academic achievement of these students who act with a standard deviation below their intelligence capabilities and will not be recognized until such students suffer from repeated academic failures. For more information, interviews with parents and teachers, and classroom counseling and student interactions with classmates are essential. One of the tests used to diagnose such students is Wechsler 4. The ability to learn is highly dependent on memory. The effects of a learning experience must be maintained in order for learning to occur after these experiences have been concentrated. Memory is an integral part of the learning process. Many children with learning disabilities have some form of memory problem. For this purpose, a study was conducted to determine the effect of aerobic rhythm training training on short term memory function and auditory memory of students with learning disabilities by (Ghorbanpour, Pakdaman, Rahmani and Hosseini 2013). The results showed that teaching aerobic rhythmic movements has a positive effect on improving short term memory and auditory memory of students with learning disabilities. These results suggest that rhythmic aerobic exercise training can improve short term memory and auditory learning in students with learning disabilities in elementary school. In a study conducted by (Alipour, Baradaran, Imanifar 1394) entitled: Comparison of children with hyperactivity / attention deficit, learning disabilities and normal children based on the components of children's Wechsler intelligence test (fourth edition) the results showed that normal children in all subscales of this test (Verbal comprehension, perceptual reasoning, working memory and processing speed) performed better than the other two groups. The results also showed that children with disabilities, learning under the working memory subscale, were in a better position than children with attention deficit / hyperactivity disorder. In the study of the effectiveness of neuropsychological interventions on reading components (speed, accuracy and comprehension of reading) conducted by (Jadidi Fiqan, Abedi, Jamali Paqaleh and Safari, 2014) dyslexic students concluded that neuropsychological interventions (language skills, working memory, Strengthening the attention of executive functions and visual spatial processing) has had an effect on improving the reading components (speed, accuracy and comprehension of reading) of dyslexic students. In a comparative study of naming and functioning of the three components of working memory in dyslexic and normal children by (Safarpordekordi, Vafaei and Afrooz, 2011) found that between the two groups of dyslexic and normal in each of the active memory tests, except cube reminder and naming speed, There is a significant difference. Comparing working memory between dyslexic students and normal students (Sharifi, Zare Vahidari, 2013) found that working memory of dyslexic students is significantly lower than normal children. In the study of the application of the fourth edition of the Wechsler IQ test for children in the diagnosis of written and mathematical language disorders (Sharifi and Rabiee, 2012), they concluded that there is a significant difference between the three groups between cube subtests, visual concepts and perceptual reasoning intelligence. Kasar; Triman; Mats; Polo; Kasr (2005) in a study studied the phonetic skills of 25 children with dyslexia with 25 normal children. Research shows that children with dyslexia are no different from the normal group in terms of font counting and non word spelling skills. The results of the research show that experienced teachers do not differentiate between these two groups. Since one of the tools used to diagnose and identify patients with learning disabilities is the Wechsler test for children (Fourth Edition), treatment strategies are planned based on the strengths and weaknesses identified in the profile, so the present study seeks to Will be to compare the profile of this post performance test among normal students and students with disabilities