نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان‌شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبائی، تهران، ایران.

2 استاد روان‌شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبائی، تهران، ایران

3 استادیار روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران.

4 استادیار روان‌شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبائی، تهران، ایران.

چکیده

پژوهش حاضر باهدف بررسی نیمرخ شناختی و زبان شناختی دانش آموزان با اختلال یادگیری ویژه و مشکل یادگیری (کم پیشرفت) انجام شد.در قالب یک پژوهش توصیفی – تحلیلی، از بین تمامی دانش آموزان 12-8 سال مراجعه‌کننده به مراکز اختلال یادگیری و دانش آموزان کم پیشرفت مدارس مقطع ابتدایی شهر تهران با استفاده از روش نمونه‌گیری در دسترس (دو گروه 100 نفره) انتخاب و در متغیرهای سن، جنسیت، پایه تحصیلی و هوشبهر همگن شدند. داده‌های پژوهش از طریق ویراست چهارم هوش وکسلر کودکان (2003)، مقیاس درجه‌بندی رفتاری کارکردهای اجرایی (جیوا و همکاران، 2000) و آزمون تحول زبان- 3 (نیوکامر و هامیل، 1999) گردآوری و با استفاده از روش آماری تحلیل واریانس چند متغیری مورد تجزیه‌وتحلیل قرار گرفتند.یافته‌های پژوهش نشان داد که عملکرد دانش آموزان با اختلال یادگیری ویژه در نیمرخ شناختی به‌طور معناداری ضعیف‌تری از دانش آموزان با مشکل یادگیری است، افزون بر این در مهارت‌های زبان‌شناختی نتایج حاکی از آن بود که دانش آموزان با اختلال یادگیری در زیر مقیاس تحلیل واجی نسبت به گروه دانش آموزان با مشکل یادگیری به‌طور معناداری عملکرد ضعیف‌تری نشان دادند. از سوی دیگر، در زیر مقیاس‌های واژگان تصویری، تقلید جمله، تکمیل دستوری، تمایز گذاری کلمه، تولید کلمه، واژگان، شباهت‌ها و درک مطلب تفاوت معناداری بین دو گروه گزارش نشد. با توجه به نتایج به‌دست‌آمده از پژوهش حاضر توجه به کارکردهای اجرایی و مهارت‌های زبان‌شناختی در تشخیص، آموزش و توان‌بخشی دانش آموزان با اختلال یادگیری ویژه و مشکل یادگیری می‌تواند نتایج مؤثری در پی داشته باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Cognitive and Linguistic profiles of Students with specific learning disability versus students with learning problem

نویسندگان [English]

  • kamal parhoon 1
  • hamid alizadeh 2
  • hamidreza hassanabadi 3
  • Mehdi Dastjerdi kazemi 4

1 Ph.D. in Psychology of Exceptional Children at Allameh Tabataba’i University Tehran, Iran

2 Professor of Faculty of Psychology and Education Sciences, Allameh Tabataba’i University, Tehran, Iran

3 Assistant Professor of Faculty of Psychology and Education Sciences, kharazmi University, Tehran, Iran

4 Assistant Professor of Faculty of Psychology and Education Sciences, Allameh Tabataba’i University, Tehran, Iran.

چکیده [English]

Abstract
The aim of this study was to investigate the cognitive and linguistic profiles of students with specific learning disability versus students with learning problems. The participants constituted 100 students with learning disabilities and 100 students with learning problems who were matched based on age, gender, grade and IQ. The major evaluation tools that were used in this study included WISC-IV, BRIEF and TOLD-3. The data were analyzed through the multivariate analysis of variances (MANOVA).The results showed that students with specific learning disabilities had lower performance in cognitive profiles compared to learning problem students (P<0/001). Significant differences were found between the two groups. In addition, regarding the linguistic skills, the results indicated that students with specific learning disabilities had lower performance in phonological analysis compared to learning problem students (P<0/001). On the other hand, there were no significant differences between the two groups in terms of picture vocabulary, sentence imitation, morphological completion, word discrimination, word articulation, vocabulary, similarities and comprehension. Based on the results of this study, consideration of executive functions and linguistic skills in education and rehabilitation of students with specific learning disabilities and learning problems can lead to effective results.

کلیدواژه‌ها [English]

  • Keywords: Cognitive profile
  • Linguistic profile
  • Specific learning disability
  • learning problem
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