مقایسه خوانش هیجانات چهره‌ای در کودکان مبتلا به نارساخوانی تحولی با کودکان بهنجار

هدف پژوهش حاضر مقایسه خوانش هیجان‌های چهره‌ای در کودکان مبتلا به نارساخوانی با کودکان بهنجار بود. روش پژوهش از نوع علی مقایسه‌ای بود. جامعه آماری شامل دانش‌آموزان دختر و پسر پایه دوم تا ششم ابتدایی شهر بیرجند در سال تحصیلی 1403-1402 بودند. از این جامعه، 60 دانش‌آموز (30 نفر مبتلا به نارساخوانی و 30 دانش‌آموز بهنجار) به روش نمونه‌گیری هدفمند انتخاب شدند. به منظور گردآوری داده‌ها از نسخه پنجم آزمون هوش استنفورد- بینه (sb-v)، پرسشنامه تشخیصی ِاختلال یادگیری ویژه (dqsld) و تکلیف تشخیص هیجان‌های چهره‌ای (fert) استفاده شد. داده‌ها با استفاده از تحلیل واریانس چندمتغیری مورد تحلیل قرار گرفتند. نتایج نشان داد که بین دو گروه کودکان دارای نارساخوانی و بهنجار در بازشناسی هیجان‌های شادی و خشم تفاوت معناداری وجود ندارد (0.05

comparison of reading facial emotion in children with developmental dyslexia and normal children

the objective of the present study was to make a comparison between emotional facial reading in children with dyslexia and that in children without dyslexia. the research method employed was a causal-comparative type. the statistical population comprised male and female students from the second to sixth grades of elementary schools in birjand for the academic year 2023-2024. from this population, 60 students (30 with dyslexia and 30 with no dyslexia) were selected using a purposive sampling method. the collection of data was undertaken using the following instruments the stanford-binet intelligence scale – 5th edition (sb-v); the diagnostic questionnaire for specific learning disorder (dqsld); and the facial emotion recognition task (fert). the data were analyzed using multivariate analysis of variance (manova). the findings indicated that there was no statistically significant difference between the two groups of dyslexic and normal children in their ability to recognize happiness and anger (p > 0.05). however, in terms of emotion intensity, the dyslexic group demonstrated a significant deficit in recognizing low-intensity emotions compared to the normal group. no statistically significant differences were observed in the recognition of emotions with moderate or high intensity (p > 0.05). the findings of the study indicate that children diagnosed with dyslexia exhibit deficiencies in their capacity to discern emotions, particularly in situations involving low-intensity emotions. consequently, the recommendation is to devise training in the domain of emotional processing and regulation to enhance the social relationships of this group.