بررسی نقش میانجی گری کارکردهای اجرایی در رابطه بین مهارت های اساسی حرکتی و مهارت خواندن در دانش آموزان دارای اختلال خواندن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان شناسی عمومی، واحد ایلام، دانشگاه آزاد اسلامی،ایلام، ایران.

2 استادیار، گروه روان شناسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران(نویسنده مسئول)

3 استادیار، گروه روان شناسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام ، ایران.

چکیده

مقدمه: پژوهش حاضر با هدف بررسی نقش میانجی گری کارکردهای اجرایی در رابطه بین مهارت های اساسی حرکتی و مهارت خواندن دانش آموزان دارای اختلال خواندن انجام گرفت.
روش کار: روش پژوهش به لحاظ هدف کاربردی، و از نظر نحوه گردآوری داده ها، توصیفی – همبستگی مبتنی بر مدل سازی معادلات ساختاری بود. جامعه آماری پژوهش حاضر شامل دانش آموزان ابتدایی (دختر و پسر) پایه اول تاپنجم دارای ناتوانی یادگیری خواندن مراکز مشکلات ویژه یادگیری شهر ایلام به تعداد 180نفر بودند که بر اساس جدول مورگان(1970) و به روش تصادفی ساده تعداد 120 نفر به عنوان نمونه انتخاب شدند. ابزار پژوهش شامل پرسشنامه کارکردهای اجرایی جیوآ، ایزگوت وکن وورثی (2002)، آزمون رشد حرکتی لینکلن اوزرتسکی(1950)، و آزمون خواندن و نارساخوانی(کرمی نوری و مرادی ،1387) بود. داده ها به روش معادلات ساختاری تحلیل شد. یافته ها برازش مدل را تأیید کرد.
نتایج: نتایج تجزیه وتحلیل داده ها به روش مدل سازی معادلات ساختاری نشان داد مهارت های اساسی حرکتی بر اختلال خواندن اثر مستقیم دارد، مهارت های اساسی حرکتی بر کارکرد های اجرایی اثر معکوس ومعنی دار، کارکردهای اجرایی بر مهارت خواندن اثر معکوس ومعنادار و مهارت های اساسی حرکتی بر اختلال خواندن از طریق کارکردهای اجرایی اثر غیرمستقیم و معنی دار دارد.
نتیجه گیری: کارکردهای اجرایی در رابطه مهارت های اساسی حرکتی و مهارت خواندن دانش آموزان نقش واسطه ای دارد.

کلیدواژه‌ها


عنوان مقاله [English]

Investigating the mediating role of executive functions in the relationship between basic motor skills and reading skills in students with reading disorders

نویسندگان [English]

  • Ayoub Hemmati 1
  • Shahram Mami 2
  • Vahid Ahmadi 3
1 Ph.D. Student in General Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran.
2 Assistant Professor, Department of Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran(Corresponding author)
3 Assistant Professor, Department of Psychology, Ilam Branch, Islamic Azad University, Ilam, Iran.
چکیده [English]

Introduction:The present study was to aim the mediating role of executive functions in the relationship between basic motor skills and reading skills of students with reading disorders.
Materials and Methods:The research method was appliedin nature in terms of the aim and descriptive-correlation in terms of data collection,based on structural equation modeling.The statistical population of the study comprised 180 Elementary students (boys and girls) with learning disability of reading in the special learning disabilities in Ilam and based on the table by Morgan (1970), with the sample size comprising 120 subjects selected by sample random method. The research instruments were the inventories Executive Function Gioia , Isguith and kenvorthy(2002), Reading and dyslexia test Korami Nouri and Moradi(2008). Using structural equation modeling, the data were analyzed. The values obtained corroborated the fitting of the model.
Results:The results gleaned from structural equation modeling showed that basic motor skills directly impacts on reading disorder, executive functions impacts inverse and significant on reading disorder and basic motor skills effect reading disorder indirectly and meaningful through executive functions.
Conclusion: executive functions is judged to mediate the relationship between basic motor skills and reading disorders.

کلیدواژه‌ها [English]

  • executive functions
  • basic motor skills
  • reading disorder
  • reading skills
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