Middle Eastern Journal of Disability Studies
مجله مطالعات ناتوانی
MEJDS
Medical Sciences
http://jdisabilstud.org
1
admin
2322-2840
2322-2840
10.29252/mejds
14
8888
13
fa
jalali
1397
1
1
gregorian
2018
4
1
8
شماره سال ۱۳۹۷
online
1
fulltext
fa
اثربخشی برنامهٔ آموزشی طراحیشدهٔ بازیمحور بر آگاهی واجشناختی کودکان سندرم داون
The Effectiveness of the Designed Play-Based Educational Program on Phonological awareness in Children with Down syndrome
روانشناسی
Psychology
مقاله پژوهشی اصیل
Original Research Article
<div style="text-align: justify;"><strong>هدف</strong>: یکی از مشکلات عمدهٔ کودکان با سندرم داون، ضعف در آگاهی واجشناختی است؛ لذا پژوهش حاضر با هدف بررسی اثربخشی برنامهٔ آموزشی طراحیشدهٔ بازیمحور بر بهبود آگاهی واجشناختی در کودکان با سندرم داون انجام شد.<br>
<strong>روشبررسی</strong>: روش پژوهش حاضر از نوع نیمهتجربی با دو مرحلۀ پیشآزمون و پسآزمون بود. جامعهٔ آماری پژوهش حاضر شامل تمامی دانشآموزان پسر دبستانی با سندرم داون شهر تهران بود که ۲۰ نفر از آنان به روش نمونهگیری دردسترس انتخاب شدند. سپس افراد بهصورت تصادفی در دو گروه کنترل و آزمایش قرار گرفتند. شایان ذکر است که ۲ نفر از هر گروه براساس ملاکهای خروج در پژوهش حاضر حذف شدند و در نهایت ۱۶ نفر در پژوهش شرکت کردند. گروه آزمایش در طی ۱۸ جلسه، برنامهٔ طراحیشدهٔ بازیمحور را دریافت نمودند ولی در گروه کنترل هیچگونه مداخلهای صورت نگرفت. دادههای پژوهش حاضر بهوسیلۀ آزمون خواندن و نارساخوانی کرمی نوری و مرادی (۱۳۸۴) جمعآوری شد و با روش آماری تحلیل کوواریانس چندمتغیره در نرمافزار SPSS نسخهٔ ۲۴ تجزیهوتحلیل شد.<br>
<strong>یافتهها</strong>: نتایج نشان داد که میانگین نمرات اصلاحشدهٔ پسآزمون متغیرهای زنجیرهٔ کلمات، قافیهها، حذف آواها، خواندن ناکلمات و شبه کلمات پس از حذف نمرات پیشآزمون در دو گروه آزمایش و کنترل با یکدیگر تفاوت معنادار دارند (۰٫۰۰۱><em>p</em>)؛ میانگین نمرات گروه آزمایش بهصورت معناداری بیشتر از گروه کنترل بود.<br>
<strong>نتیجهگیری</strong>: میتوان نتیجه گرفت که برنامهٔ آموزشی مبتنیبر بازی تأثیر مثبت بر بهبود آگاهی واجشناختی در کودکان با سندرم داون دارد و میتوان از این برنامه جهت ارتقای وضعیت خواندن و آموزش کودکان سندرم داون استفاده کرد.</div>
<div style="text-align: justify;"><strong>Background & Objective</strong>: Phonological awareness skills are among the most critical factors contributing to the successful learning of reading skills in children. The importance of learning phonemes in reading achievement lies in the fact that the child learns words how to incorporate them and lay them together, make words and put together words to learn the expression and ultimately, by understanding the meaning of the vocabulary and comprehends texts by learning phonemes and understanding their relationships. Any problem or weakness in this area would result in the impairment of the ability to learn reading skills. One issue facing the children with Down syndrome is a poor phonological awareness resulting in the limited cognitive ability to learn reading skills. Poor reading skills in children with Down syndrome give rise to a host of subsequent problems such as poor verbal communication skills and social relationships, which, in turn, undermine their self-confidence and lead to social isolation. The present study aimed to assess the effectiveness‏ of game-based learning programs on the improvement of the phonological awareness of children with Down syndrome.<br>
<strong>Methods</strong>: This research was a quasi-experimental study with pretest and posttest. The statistical population of the study consisted of all elementary school students with Down syndrome in Tehran, from whom 20 students were selected from Sarikhani’s Special School using convenience sampling and randomly assigned into experimental and control groups. The study participants randomly selected from among students with educable Down syndrome whose records had been submitted to the researcher by the relevant school officials. The experimental group completed the learning program in 18 sessions (2 two-hour sessions per week). The structure of the session was in this way; in the first of meeting playing Aimless was done about ten and quarter times. Because of the students to be warm for ready to learning, so that practised and remembered the content of past sessions and after that started content related with new meeting and end of the meeting because of becoming other sessions, the assignment associated with content trained given to the students. The sessions held in cooperation with the school principal and coordination with the official in charge in the school gymnasium, which was well suited to the teaching of learning skills using games incorporated into the program. Therefore, the participants received the lessons in a favourable environment distinct from school classrooms. This program consisted of all topics relating to phonological awareness including the recognition of sounds and rhymes, the reading of words, etc. In the present study, data were collected using the Kormi Nouri and Moradi Reading and Dyslexia Test (2005) at the pretest and posttest stages. It should be mentioned that the Korami Nouri and Moradi Reading and Dyslexia Test matched to the group of Down syndrome children. Finally, data were analysed using multivariate ANCOVA in SPSS 24.<br>
<strong>Results</strong>: After a nine-week intervention, the progress made by the intervention group in terms of sound deletion and the reading of words, non-words, and rhymes was significantly higher than the control group. The analysis of data indicated that, after controlling for the differences in pretest scores, the average post-test scores of the experimental and control groups were significantly (<em>p</em><0.001) higher than the control group after the administration of word chain, sentence correction, word reading, and sound deletion tests. The overall mean score of the experimental group was also significantly higher than the control group. Therefore, the present study showed improvement in phonological skills in children with Down syndrome.<br>
<strong>Conclusion</strong>: From the results of this study, it can be concluded that game-based learning programs have a positive effect on the improvement of the phonological awareness of children with Down syndrome. Therefore, this program can be a suitable educational method adopted by special needs schools to teach reading skills to children with Down syndrome. It also appears that this method can help increase the learning motivation of these children and compensate for the deficits of traditional education.</div>
آگاهی واجشناختی, برنامهٔ آموزشی, بازیمحور, سندرم داون.
Down Syndrome, Phonological Awareness, Educational Program, Play- Based.
56
56
http://jdisabilstud.org/browse.php?a_code=A-10-1045-1&slc_lang=fa&sid=1
Sogand
Ghasemzadeh
سوگند
قاسم زاده
s.ghasemzadeh@ut.ac.ir
100319475328460030318
100319475328460030318
Yes
University of Tehran
دانشگاه تهران
Monavar
Yazdi
منور
یزدی
smyazdi@alzahra.ac.ir
100319475328460030319
100319475328460030319
No
Alzahra University
دانشگاه الزهرا
Zeinab
Ghaznavi Kashani
زینب
غزنوی کاشانی
z.ghaznavi2015@yahoo.com
100319475328460030320
100319475328460030320
No
Islamic Azad University, Science and Research Branch of Tehran
دانشگاه آزاد اسلامی، واحد علوم و تحقیقات