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داوران سال 1399

داوران سال 1400

داوران سال 1401

غنی‌سازی تجارب زبانی کودکان پیش دبستانی با تبار اقتصادی-اجتماعی پایین از طریق داستان‌خوانی مشارکتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان‌شناسی و آموزش کودکان استثنایی، دانشگاه تهران، تهران، ایران.(نویسنده مسئول)

2 دانشیار گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران، تهران، ایران.

3 استاد گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران، تهران، ایران.

چکیده

مداخله اولیه برای کاستن از مشکلات پایدار در زبان و ابعاد مرتبط با آن در کودکان در معرض خطر برای آسیب زبان از اهمیت برخوردار است. پژوهش حاضر با هدف بررسی کارآیی برنامه داستان‌خوانی مشارکتی بر رشد مهارت‌های زبانی کودکان پیش‌دبستانی با تبار اقتصادی و اجتماعی پایین انجام گرفت. این مطالعه به شیوه شبه آزمایشی با طرح دو گروهی با پیش‌آزمون، پس‌آزمون و پیگیری اجرا شد. از دو مرکز پیش‌دبستانی در شهرک احمدآباد مستوفی طی غربالگری چند مرحله‌ای، 30 نفر از کودکانی که نمره آزمون رشد زبان آن‌ها یک تا دو انحراف معیار زیر میانگین (85-70) بود با تشخیص مشکلات زبانی انتخاب شدند و به طور تصادفی در دو گروه آزمایش و گواه جایگزین شدند. آزمودنی‌ها در گروه آزمایش (15 نفر) در قالب 4 گروه کوچک، طی 30 جلسه 45 دقیقه‌ای به صورت سه جلسه در هفته برنامه داستان‌خوانی مشارکتی را دریافت کردند. برای گردآوری داده‌ها، نسخه فارسی آزمون رشد زبان و گفتار روایتی اجرا شدند . داده‌ها با استفاده از روش تحلیل واریانس چندمتغیری و تک متغیری با اندازه‌گیری‌های مکرر تحلیل شدند. نتایج حاکی از تاثیر معنادار (001/0P=) برنامه در افزایش مهارت‌های معنی‌شناسی، نحو و به طور کلی رشد زبان و بهبود گفتار روایتی در آزمودنی‌های گروه آزمایشی است. بررسی نمرات تفاضلی مرحله پس‌آزمون و پیگیری حاکی از پایداری اثربخشی برنامه مداخله است . بر این اساس برنامه داستان‌خوانی مشارکتی به عنوان یک برنامه پیشگیرانه و پلی در جهت کم کردن شکاف واژگانی برای کودکان در معرض خطر توصیه می شود.

کلیدواژه‌ها

عنوان مقاله [English]

Research paper Enriching Language Acquisition of Preschool Children from Low-SES Through Shared Story Reading

نویسندگان [English]

  • Nayereh zamani 1
  • Saeid Hassanzadeh 2
  • Mohsen Shokoohi-Yekta 3

2 Associate professor , University of Tehran

3 Psychology and Education Faculty ,University of Tehran , Tehran , Iran .

چکیده [English]

Abstract
Early intervention is important to minimize persistent difficulties in language and its related domains in  preschool children with or at-risk of language impairment. The purpose of this study was to investigate the effectiveness of shared story reading program on the development of language skills of preschool children of low socioeconomic status. This study adopted a quasi- experimental research design with pretest-posttest-follow-up and a control group. From two preschool centers in Ahmadabad Mostofi town during a multi-level screening process, 30 children whose language test scores were below the standard deviation (70-85) were selected, being diagnosed for language problems. They were randomly assigned to the experimental and control groups. Subjects in the experimental group (n=15) were further divided into four smaller groups, received 30 shared story reading program intervention sessions, each session lasting 45 minutes three days a week. Data were collected through Test of Language Development and Narrative. Data analysis was performed by using the Repeated Measures MANOVA. The results indicated a significant effect (P=0/001) of the program on increase of semantic knowledge, syntactic knowledge, and language development in general, and improvement of narrative writing in the experimental group. Post-test and follow-up differential scores also approved the effectiveness of the shared story reading program. Accordingly, the shared story reading program is recommended as a preventive program, potentially bridging the word gap for at-risk children.

کلیدواژه‌ها [English]

  • Language intervention
  • Shared story Reading
  • Language Development
  • Preschool Children
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روانشناسی افراد استثنایی
دوره 10، شماره 38
تیر 1399
صفحه 1-32
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هم رسانی
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