دوره 13، شماره 2: 1396:95-103

اثربخشی آموزش قصه‌های مبتنی بر دیالوگ بر مهارت‌های زبانی کودکان دختر کم‌توان هوشی آموزش‌پذیر مقطع دبستان

افروز مکارم نسب, احمد یارمحمدیان, امیر قمرانی

DOI: 10.22122/jrrs.v13i2.2852

چکیده


مقدمه: از مهم‌ترین مشکلات کودکان کم‌توان هوشی، محدودیت در مهارت‌های زبانی است. یکی از روش‌های پیشنهاد شده جهت ارتقای مهارت‌های زبانی، استفاده از قصه‌گویی به روش دیالوگ می‌باشد. هدف از انجام پژوهش حاضر، بررسی اثربخشی آموزش قصه‌های مبتنی بر دیالوگ بر مهارت‌های زبانی دختران کم‌توان هوشی مقطع دبستان شهر اصفهان بود.

مواد و روش‌ها: این مطالعه از نوع نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون همراه با گروه شاهد بود. جهت انتخاب نمونه‌ها، از روش نمونه‌گیری هدفمند استفاده گردید. بدین ترتیب، 30 نفر از دختران کم‌توان هوشی آموزش‌پذیر در مقطع دبستان انتخاب شدند و به روش تصادفی ساده در دو گروه شاهد و آزمایش قرار گرفتند. گروه آزمایش به مدت 8 جلسه، آموزش قصه‌های دیالوگی مبتنی بر تکنیک‌های Whitehurst را دریافت کردند. مهارت‌های زبانی کودکان با استفاده از نسخه اولیه تجدید نظر شده آزمون رشد زبان- ویرایش سوم (Test of language development-Primary:3rd Edition یا TOLD-P:3) مورد سنجش قرار گرفت. داده‌های به دست آمده با روش تحلیل کواریانس در نرم‌افزار SPSS و در سطح معنی‌داری 01/0 > P تجزیه و تحلیل گردید.

یافته‌ها: تفاوت معنی‌داری بين دو گروه آزمايش و شاهد در پس‌آزمون با کسر اثر پيش‌آزمون، در مؤلفه‌هاي زبان گفتاری (010/0 > P، 58/155 = F)، گوش کردن (010/0 > P، 71/104 = F)، سازماندهی (010/0 > P، 40/76 = F)، صحبت کردن (010/0 > P، 19/102 = F)، معنا‌شناسی (010/0 > P، 07/82 = F)، نحو (010/0 > P، 07/82 = F) و نمره کل مهارت زبانی (010/0 > P ،427 = F) مشاهده شد.

نتیجه‎گیری: قصه خواندن به روش دیالوگ به صورت تعاملات گروهی برای کودکان کم‌توان هوشی، زمینه‌ای برای فراگیری زبان می‌باشد. همچنین، کودکان طی مشارکت و تعامل حین قصه‌گویی، تکرار، تمرین، دریافت بازخورد و تقویت، می‌توانند مهارت‌های زبانی خود را بهبود بخشند.


واژگان کلیدی


گفتگو؛ کم‌توانی هوشی؛ زبان؛ مهارت‌ها

تمام متن:

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