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.

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