با همکاری مشترک دانشگاه پیام نور و انجمن عصب روان‌شناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا روان‌شناسی تربیتی، دانشگاه آزاد اسلامی. واحد اصفهان (خوراسگان). اصفهان. ایران.

2 دانشیار گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان. اصفهان. ایران.

3 دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی. واحد اصفهان (خوراسگان). اصفهان. ایران.

4 استادیار گروه روان‌شناسی، دانشگاه آزاد اسلامی. واحد اصفهان (خوراسگان). اصفهان. ایران.

چکیده

مقدمه: علوم اعصاب شناختی و خواندن ارتباط بسیار نزدیکی با یکدیگر دارند. با نگاهی به چالش‌های عصب‌شناختی نارساخوانی و مزایای کارکرد شناختی و عصب روان‌شناختی بازی هدف کلی پژوهش اثربخشی بسته آموزشی بازی‌های شناختی بر مهارت‌های عصب روان‌شناختی دانش‌آموزان نارساخوان بود. روش: طرح پژوهش از نوع نیمه تجربی با پیش‌آزمون و پس‌آزمون و دوره پیگیری (2 ماه پس از اجرای پس‌آزمون) بود که 30 نفر از دانش‌آموزان نارساخوان پسر به‌طور غیر تصادفی به‌عنوان نمونه انتخاب و به‌صورت تصادفی و به‌طور مساوی در دو گروه تجربی و کنترل قرار گرفتند. آموزش به کمک ابزار محقق ساخته در 25 جلسه 5/1 ساعته طی سه ماه بر روی گروه آزمایش اجرا شد. برای گردآوری اطلاعات، از مقیاس هوشی وکسلر کودکان ویرایش چهارم، آزمون نارساخوانی نما و آزمون عصب روان‌شناختی کانرز استفاده شد. داده‌ها با استفاده از آمار توصیفی (میانگین و انحراف معیار) و آمار استنباطی (تحلیل واریانس با اندازه‌گیری مکرر) مورد تجزیه و تحلیل قرار گرفت یافته­ها: تحلیل داده‌ها نشان داد که آموزش بسته بازی‌های شناختی بر بهبود عملکرد عصب روان‌شناختی دانش‌آموزان نارساخوان مؤثر است (01/0pنتیجه‌گیری: بسته آموزشی بازی‌های شناختی می‌تواند رویکرد درمانی مؤثری در جهت بهبود مهارت‌های عصب روان‌شناختی دانش‌آموزان نارساخوان که پیش‌نیاز خواندن است، باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the Effectiveness of Educational Package of Cognitive Plays on Performance of Neuropsychological Skills of Dyslexic Students

نویسندگان [English]

  • Najmeh Dehghan 1
  • Salar Farmarzi 2
  • Mohammad-Ali Nadi 3
  • Mozhgan Arefi 4

1 Ph.D Student of Educational Psychology, Islamic Azad University, Isfahan Branch, Isfahan, Iran.

2 Associate Professor in Department of Psychology and Education of children with special needs, University of Isfahan, Isfahan, Iran.

3 Associate Professor in Department of Educational Management, Islamic Azad University, Isfahan Branch, Isfahan, Iran.

4 Assistant Professor in Department of Psychology, Islamic Azad University, Isfahan Branch, Isfahan, Iran

چکیده [English]

Introduction: Cognitive Neurosciences and reading have close relationship with each other. Neuropsychological skills are prerequisite for reading. Looking at the dyslexia neurological challenges and benefits of and neuropsychological and cognitive function of play was the general objective of the study that examined the effectiveness of educational package of cognitive plays on neuropsychological skills of dyslexic students. Methods: The study design was quasi-experimental with pre-test and post-test and follow-up period (two months after the implementation of the post-test) in which 30 dyslexia male students were selected as sample of study using non-random sampling, and they were assigned randomly into experimental and control groups. Experimental group was educated using researcher-made tool in 1.5-hour sessions over three months.For data collection, the fourth edition of the Wechsler Intelligence Scale for children, dyslexia test and neuropsychological tests of Connors were used. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of variance with repeated measures). Findings: Data analysis showed that educational package of cognitive plays are effective in improving neuropsychological performance of dyslexic students (pConclusion: educational package of cognitive plays can be an effective therapeutic approach to improve the neuropsychological skills of dyslexic students.

کلیدواژه‌ها [English]

  • Dyslexic Students
  • Neuropsychological
  • Cognitive Plays
American psychiatric association. Diagnostic and statistical manual of mental disorders (5 thed.2013). Arlington, VA: American psychiatric publishing.
 
Aravena, S., Tijms, J., Snellings, P. & Molen, M. (2016). "Predicting responsiveness to intervention in dyslexia using dynamic assessment". Learning and Indivitnal, 49, 209-215.
 
Barton, G.R., Bankart, j. & Davis, A.C. (2005). "A comparison of the Quality of life of hearing impaired people as estimated by three different utility measures". International Journal as Audiology, 44(3), 157-163.
 
Bavelier, D., Green, C. & Seidenberg, M.S. (2013). "Cognitive development: Gaming your way out of dyslexia"? Current biology, 33, 282-283.
 
Biotteau, M., Peran, P., Vayssiere, N., Tallet, J., Albearet, J. & Chaix, Y. (2016). "Neural changes associated to procedural learning and automatization process in developmental coordination disorder and/or developmental dyslexia". European Journal of paediatric neurology, xxx, 1-14.
 
Biotteau, M., Chaix, Y. & Albert, J. (2015). "Procedural learning and automatization process in children with developmental dyslexia". Human movement science, 43, 78-89.
 
Bogdanowicz, K., Lockiewicz, M., Bogdaniwicz, M. & Pachalska, M. (2014). "Characteristics of cognitive deficits and writing skills of polish adults with developmental dyslexia". International Journal of psychophysiology, 93, 78-83.
 
Brambati, S., termine, C., Ruffine, M., Danna, M., lanzi, G., Stella, G. & et al. (2006). "Neuropsychological deficits and neural dysfunction in familial dyslexia". Brain Research, 1113, 174-185.
 
Buchan, B.D. (2009). The classification of reading disability subtypes and the efficacy to hemisphere specific stimulation.
 
Cao, F., Yan, X., Wang, Z., Liu, Y., Gregory, J. & Deng, Y. (2017). "Neural signatures of phonological deficits in Chinese developmental dyslexia". Neuro Image. 146, 301-311.
 
Castellar, E., All, A., Marez, L. & Looy, J. (2015). "Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises". Computers & education, 85, 123-133.
 
Chandra, S., Sharma, G., Jha, D. & Mittal, P. (2016). "Playing action video games a key to cognitive enhancement". Precedia computer science, 84, 115-122.
 
Debska, A., luniewska, M., Chyl, K., Banaszkiewicz, A., Zelechowska, A., Wypych, M. & et al. (2016). "Neural basis of phonological awareness in beginning readers with familial risk of dyslexia-Results from shallow or the graghy". Neuro Image, 13(3), 406-416.
 
Eicher, J. & Gruen, J. (2013). "Imagine-genetics in dyslexia: connecting risk genetic variants to brain neuroimaging and ultimately to reading impairments". Molecular Genetics and metabolism, 110, 201-212.
 
Flesch, k. (2011). "Evaluation of a cognitive play intervention in children with profound Multiple disabilities at a children home in South Africa". Faculty of social and behavioral sciences. P.O. box 1372.
 
Fischer, B. & Hartnegg, K. (2008). "Saccade control in dyslexia: development, deficits, training and transfer to reading". Optom Vis Dev, 39(4), 181-190.
Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M. & Facotti, A. (2013). "Action video game make dyslectic children read better". Curr. Biol, 23,462-466.
 
Gori, S. & Facoetti, A. (2014). "Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia". Vision Research, 99, 78-87.
 
Gray, P. (2015). "Cognitive benefits of playing video Games". Available from: www.Alternativest to school.com.
 
Hakvoort, B., Leij, A., Setten, E., Maurits, N., Maassen, B. & Zuijen, T. (2016). "Dichotic listening as an index of lateralization of speech perception in familial risk children with and without dyslexia". Brain and cognition, 109, 75-83.
 
Hallahan, D.P. & Nercer, C.D. (2005). Learning historical perception. Executive summary. Retrieved 5 November from the World Wide Web.
 
Hamalainen, J., Lohvansuu, K., Ervast, L. & Leppanen, P. (2015). "Event-related potentioals to tones show differences between children with multiple risk factors for dyslexia and control children before the onest of formal reading instruction". International Journal of psychophysiology, 95, 101-112.
 
Happe, F.G.E. (1997). "Central coherence and theory of mind in outism: reading homographs in context". British Journal of developmental psychology, 15, 7-12.
Howley, M. & Arrnold, E. (2005). Revealing the Hidden social code: social stories for people with Autictic spectrum disorders. Landon: Jessica kingley.
 
Hutzler, K.M., Jacobs, A.M. & Wimmer, A. (2005). "Perhaps correlational but not causal: No effect of dylexic reader’s magnocellular system on their eye movements during reading". Neuropsychologia 2005; 44: 637-648.
 
Isenberg, J.P. & Jalongo, M. (2010). Why is play important? Cognitive development, language development, literacy development. Available from: http://www. education.com
 
Isenberg, J.P. & Quisen Berry, N. (2002). Play is essential for all children, Association for child hood education international, Retrieved from the World Wide Web. Available from: http://www. Altavista.com
 
Liao, C., Deng, C., Hamilton, J., Lee, C., Wie, W. & Georgiou, K. (2015). "The role of rapid naming in reading development and dyslexia in Chinese". Journal of experimental child psychology, 130, 103-122.
 
Lyytinen, H. & Eriskin, J. (2006). Eerly identification and perevention of reading problems.In: Trembly RE, Barr RG, peters (Eds). Encyclopedia on Early childhood development, 1-6 Available at:htt://www.excellence-earlychildhood.ca/documents/Lyytinen-ErdkineANGX.pdf.
 
Mannel, C., Mager, L., Wilcke, A., Boltze, J., Kirsten, H. & Friederici, A. (2015). Working-memory endophenotype and dyslexia-associated genetic variant predict dyslexia phenotype. Available from: www.elsevier.com
 
Nair, S., Yusof, N. & Arumugam, L. (2014). "The effects of using the play method to enhance the mastery of vocabulary among preschool children". Journal of social and behavioral sciences, 116, 3976-3982.
 
Nittrouer, S. & Lowenstein, A. (2013). "Perceptual organization of speech signals by children with and without dyslexia". Research in developmental disabilities, 34, 2304-2325.
 
Norton, E.S., Black, J.M., Stanley, L.M., Tanaka, H., Gabrieli, J.D., Sawyer, C. & Hoeft, F. (2014). "Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia". Journal of neuropsychologia, 61, 235-246.
 
Ortiz, R., Estevez, A., muneton, M. & Domiguez, C. (2014). "Visual and auditory perception in preschool children at risk for dyslexia". Research in developmental disabilities, 35, 2673-2680.
 
Park, H. & Lombardino, L. (2013). "Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia". Research in development disabilities, 34, 2946-2958.
 
Peyrin, C., Lallier, M., Demonet, J.F., Pernet, C., Baciu, M., Bas, J.F. & Valdios, N. (2012). "Neural dissociation of phonolodical and visual attention span disorders in developmental dyslexia: FMRI evidence from two case reports". Brain & language, 120, 381-394.
 
Ramus, F. & Ahissar, M. (2012). "Developmental dyslexia: the difficulties to interpreting poor performance, and the importance of normal performance". Cognitive neuropsychology, 29(1-2), 104-122.
 
Rendall, A., Tarkar, A., Contreras-More, H., Loturco, J. & Fitch, H. (2015). "Dificits in learning and memory in mic with a mutation of the candidate dyslexia susceptibility gene dyx1c1". Brain & language, XXX, XXX-XXX.
 
Reynolds, C. & Feltcher-Janzen, E. (2013). Handbook of clinical neuropsychology. Spring, Dec 19.
 
Reynolds, C.R. (2009). Hand book of clinical child neuropsychology ©.
 
Takeuchi, H., Sekiguchi, A., Taki, Y., Yokoyama, S., Yomogida, Y., Komuro, N., Suzuki, S. & Kawashima, R. (2010). "Training of working memory impacts structural connectivity". Journal of Neuroscience, 30(9), 3297-3303.
 
Shaywitz, S.E. & Shaywitz, B.A. (2006). "Dyslexia (specific reading disability)". Biological psychiatry, 57, 1301-1309.
 
Stenneken, P., Egetemeir, K., Korne, G., Muller, H., Schneider, W. & Finke. (2011). "Slow perceptual processing at the core of developmental dyslexia: a parameter-baseed assessment of visual attention". Neuropsychologia, 49, 3454-3465.
 
Xu, M., Yang, J., Siok, W. & Ta, L. (2015). "A typical lateralization og phonological working memory in developmental dyslexia". Journal of Neurolinguistics, 33, 67-77.
 
Yang, X. & Meng, X. (2016). "Dissociation between exact and approximate addition in developmental dyslexia". Research in developmental disabilities, 56, 139-152.
 
Zapirain, B., Chimeno, Y., Saralegui, T., Ruanova, B. & Martinez, R. (2016). "Differences in effective connectivity between children with dyslexia, monocular vision and typically developing readers: ADTI study". Biomedical signal processing and control; 23:19-27.
 
Zhou, Y., Chang, C., Law, A., Li, T., Cheung, A., Wong, A. & Shu, H. (2014). "Development of reading-related skills in Chinese and English among Hong Kong Chinese children with and without dyslexia". Journal of experimental child psychology, 122, 75-91.