fa مقایسۀ سرعت نامیدن خودکار و حافظۀ فعال در کودکانِ با و بدون نارساخوانی روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article <div style="font-style: normal; text-align: justify;"><span style="font-size:12px;"><span style="font-family:tahoma;">&nbsp;<strong><span style="letter-spacing:-.2pt;"><span style="color:#231F20;">چکیده</span></span></strong><br> <strong>زمینه و هدف:</strong> خواندن یکی از مهارت‌های ارتباطی انسان است که زیربنای سواد‌آموزی فرد است. سرعت نامیدن خودکار و حافظۀ فعال، بخشی از دانش زبانی فرد است. هدف از انجام‌دادن این پژوهش، مقایسۀ سرعت نامیدن خودکار و حافظۀ فعال در کودکانِ با و بدون نارساخوانی بود.<br> <strong>روش‌بررسی: </strong>پژوهش حاضر از نوع علیّ‌مقایسه‌ای بود. جامعۀ آماری این پژوهش عبارت بودند از: دانش‌آموزان دبستانی شهر یزد که به‌منظور انجام‌دادن این پژوهش پنجاه دانش‌آموز مبتلا به نارساخوانی از شهر یزد و پنجاه دانش‌آموز عادی در سال ۱۳۹۶ به‌صورت نمونه‌گیری تصادفی ساده انتخاب شدند. ابزار این پژوهش عبارت‌ بودند از: آزمون‌های حافظۀ فعال (وکسلر، ۲۰۰۳)، سرعت نامیدن خودکار (برخوردار، ۱۳۸۶) و پرسش‌نامۀ اختلال خواندن (کرمی ‌نوری، ۱۳۸۴). برای تجزیه‌وتحلیل داده‌ها از آزمون <span dir="LTR">t</span> مستقل و کولموگروف-اسمیرنوف استفاده شد. داده‌ها در این پژوهش توسط نرم‌افزار <span dir="LTR">SPSS</span> نسخۀ ۲۱ و در سطح ۹۵درصد اطمینان تجزیه‌وتحلیل شدند.<br> <strong>یافته‌ها:</strong> نتایج این پژوهش نشان داد که بین سرعت نامیدن خودکار و حافظۀ فعال در دانش‌آموزان دارای نارساخوانی (۶٫۳۲&plusmn;۶۴٫۵۹ برای حافظۀ فعال و ۳۹٫۸۶&plusmn;۲۲۷ برای سرعت نامیدن خودکار) و بدون نارساخوانی (۸٫۳ &plusmn;۹۳٫۳۷ برای حافظۀ فعال و ۵۲٫۷۸&plusmn;۱۵۰٫۷۸ برای سرعت نامیدن خودکار) تفاوت وجود دارد (۰٫۰۰۱><em><span dir="LTR">p</span></em>).<br> <strong>نتیجه‌گیری:</strong> یافته‌های این پژوهش نشان داد بین سرعت نامیدن خودکار و حافظۀ فعال در کودکان دارای نارساخوانی و کودکان عادی تفاوت وجود دارد و با تقویت این مهارت‌ها می‌توان بر توانایی کودک در خواندن افزود.</span></span></div> <div style="text-align: justify;"><strong>Background & Objectives</strong>: Reading disorder is most common learning disability and allocated most of special education services and specialized intervention programs to it. Dyslexia represents one of the most common problems affecting children and adults; the prevalence of dyslexia in the United States is estimated to be 5 to 17% of school-age children. Dyslexia is believed to be caused by both genetic and environmental factors. It often occurs in people with attention deficit hyperactivity disorder (ADHD). Dyslexia is diagnosed through a series of memory tests, spelling, vision, and reading skills. Dyslexia can result in low self&ndash;esteem, stress, behavioral problems, and underachievement. However, with the right support, children and adults with dyslexia can reach their potential to improve. Working memory is a cognitive system with a limited capacity that is responsible for temporarily holding information available for processing. Working memory is important for reasoning and the guidance of decision&ndash;making and behavior. Working memory is often used synonymously with short&ndash;term memory, but some theorists consider the two forms of memory distinct, assuming that working memory allows for the manipulation of stored information, whereas short&ndash;term memory only refers to the short&ndash;term storage of information. Working memory is a theoretical concept central to cognitive psychology, neuropsychology, and neuroscience. Rapid automatized naming (RAN) is a task that measures how quickly individuals can name aloud objects, pictures, colors, or symbols (letters or digits). Variations in rapid automatized naming time in children provide a strong predictor of their later ability to read, and is independent from other predictors such as phonological awareness, verbal IQ, and existing reading skills. Importantly, rapid automatized naming of pictures and letters can predict later reading abilities for pre&ndash;literate children. The purpose of this study was to comparison of working memory and rapid automized number in children with and without dyslexia disorder.&nbsp;<br> <strong>Methods</strong>: The present study was a quasi&ndash;experimental design with pretest posttest by control and experimental groups. Statistical communication is second primary pupils in Yazd city (Yazd province, Iran). For this study, 50 students with dyslexia disorder and 50 normal student were chosen in randomized sampling. Data for this study were collected by the test of working memory and rapid automatized naming. For measuring of working memory, we used working memory subscale of Wechsler test and for measuring of rapid atomized naming, we used rapid automized naming test of Barkhordar. For the diagnostic of dyslexia, we used the NEMA test. NEMA was developed by Kormi Noori in 2016. The overall alpha Cronbach&rsquo;s for test with the high-frequency word, a word with medium frequency, the low-frequency word was 0.97, 0.98, and 0.98. The Wechsler intelligence scale for children (WISC), developed by David Wechsler, is an individually administered intelligence test for children between the ages of 6 to 16. It generates a full-scale IQ (formerly known as an intelligence quotient or IQ score) that represents a child&#39;s general intellectual ability. It also provides five primary index scores: Verbal comprehension index, visual-spatial index, fluid reasoning index, working memory index, and processing speed index. For analyzed data, we used t-test. Data analyzed by SPSS 21.&nbsp;<br> <strong>Results</strong>: Working memory and rapid automatized naming were different in dyslexic and normal children (<em>p</em><0.001).&nbsp;<br> <strong>Conclusion</strong>: For this reason of working memory and rapid automatized naming were different in dyslexic and normal children, it is recommended that teachers use these skills for educating these&nbsp;children.</div> حافظۀ فعال, سرعت نامیدن خودکار, نارساخوانی. Working Memory. Rapid Automatized Naming. Dyslexia. 39 39 http://jdisabilstud.org/browse.php?a_code=A-10-926-1&slc_lang=fa&sid=1 Shaghayegh Bazargan شقایق بازرگان shaghayeghbazargan1367@gmail.com 100319475328460038364 100319475328460038364 No Islamic Azad University, Yazd دانشگاه آزاد اسلامی، یزد Mohsen Saeidmanesh محسن سعیدمنش m.saeidmanesh@yahoo.com 100319475328460038365 100319475328460038365 Yes Science and Arts University دانشگاه علم و هنر یزد Mohammadreza Irvani محمدرضا ایروانی mohamadrezairvani@gmail.com 100319475328460038366 100319475328460038366 No Islamic Azad University, Khomeinishahr واحد خمینی شهر، دانشگاه آزاد اسلامی