نقش میانجی سرعت پردازش و فهم کلامی در رابطه بین حافظه فعال و آگاهی واج‌شناختی با خواندن دانش آموزان مبتلا به اختلال خواندن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی، واحد نیشابور، دانشگاه آزاد اسلامی، نیشابور، ایران

2 گروه روان‌شناسی، واحد نیشابور، دانشگاه آزاد اسلامی، نیشابور، ایران (نویسنده مسئول)

3 گروه روان‌شناسی، واحد نیشابور، دانشگاه آزاد اسلامی، نیشابور، ایران

چکیده

مقدمه: اختلال یادگیری یک اختلال عصبی رشدی ناتوان‌کننده در کودکان است. ازاین‌رو هدف اصلی پژوهش حاضر بررسی نقش میانجی سرعت پردازش و فهم کلامی در رابطه بین حافظه فعال و آگاهی واج‌شناختی با خواندن دانش آموزان مبتلابه اختلال خواندن بود.
روش کار: جامعه آماری این پژوهش توصیفی-همبستگی شامل کلیه دانش آموزان مبتلا به اختلال یادگیری خاص از نوع خواندن انتهای پایه اول تا پایه پنجم دبستان نواحی هفت‌گانه مشهد و مراجعه‌کننده به مراکز ویژه مشکلات یادگیری آموزش‌وپرورش شهر مشهد در سال تحصیلی 99-1398 بود. صد و پنجاه دانش‌آموز مبتلا به اختلال یادگیری خاص از نوع خواندن که به روش نمونه‌گیری در دسترس انتخاب شدند، نمونه پژوهش را تشکیل دادند. شرکت‌کنندگان آزمون خواندن و نارساخوانی (نما)، آزمون آگاهی واج‌شناختی و مقیاس هوشی وکسلر کودکان-چهار را تکمیل کردند. از نرم‌افزارهای آماری SPSS و لیزرل و همچنین روش تحلیل مسیر برای تحلیل داده‌های پژوهش استفاده شد.
نتایج: نتایج نشان داد که بین حافظه فعال، آگاهی واج‌شناختی، سرعت پردازش، فهم کلامی و خواندن دانش آموزان مبتلا به اختلال خواندن رابطه وجود دارد. همچنین مدل مربوط به نقش میانجی سرعت پردازش و فهم کلامی در رابطه بین حافظه فعال و آگاهی واج‌شناختی با خواندن دانش آموزان مبتلابه اختلال خواندن از برازش مطلوبی برخوردار است.
نتیجه‌گیری: سرعت پردازش و فهم کلامی میانجی رابطه بین حافظه فعال و آگاهی واج‌شناختی با خواندن دانش آموزان مبتلا به اختلال خواندن هستند؛ ازاین‌رو توجه به این فرایندها و مداخلات مرتبط با آن‌ها می‌تواند به بهبود اختلال خواندن دانش آموزان کمک کند.

کلیدواژه‌ها

عنوان مقاله [English]

The mediating role of processing speed and verbal comprehension in the relationship between working memory and phonological awareness with reading of students with reading disorder

نویسندگان [English]

  • Maryam Moshtaghy Sharifzadeh 1
  • Ahmad Mansouri 2
  • Zahra Bagherzadeh Golmakani 3
1 Ph.D Student, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
2 Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran. (Corresponding Author)
3 Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
چکیده [English]

Introduction: Learning disorder is a debilitating neurodevelopmental disorders in children. Therefore, the main goal of the present study was to investigate the mediating role of processing speed and verbal comprehension in the relationship between working memory and phonological awareness with reading of students with reading disorders.
Methods: This study was a descriptive correlational study. The statistical population included all students with specific learning disorder-reading from the end of the first grade to the fifth grade of elementary school in the seven districts of Mashhad and referring to special centers for learning disabilities in Mashhad in the academic year 2019-2020. One hundred and fifty people with specific learning disorder- reading who were selected by convenience sampling. Participants completed reading and dyslexia test (NEMA), phonological awareness test (PAT) and The Wechsler intelligence scale for children, fourth edition (WISC-IV). Research data were analyzed using Lisrel and SPSS statistical software as well as path analysis.
Results: There is a significant relation between working memory, phonological awareness, processing speed, verbal comprehension and reading of students with reading disorder. Processing speed and verbal comprehension mediated the relationship between working memory and processing speed with reading of students with reading disorder.
Conclusion: Processing speed and verbal comprehension mediated the relationship between working memory and processing speed with reading. Therefore, attention to these processes and interventions related to them can help improve reading of students with reading disorder.

کلیدواژه‌ها [English]

  • Learning Disorder
  • Processing Speed
  • Phonology
  • Verbal

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مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 65، شماره 1
فروردین و اردیبهشت 1401
صفحه 408-419

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