بهبود مهارت‌های سوادآموزی اولیه در کودکان پیش دبستانی در معرض خطر: اثربخشی داستان خوانی مشارکتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روانشناسی و آموزش کودکان استثنایی از دانشگاه تهران

2 استاد گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران

3 دانشیار گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه تهران

چکیده

مقاله حاضر با هدف بررسی اثربخشی رویکرد داستان­خوانی مشارکتی بر بهبود مهارت‌های سوادآموزی در کودکان پیش­دبستانی در معرض خطر انجام شد. طرح پژوهش، شبه آزمایشی با طرح دو گروهی با پیش­آزمون، پس­آزمون و پیگیری بود. از بین کودکان دو مرکز پیش­دبستانی، طی غربالگری چند مرحله­ای به ترتیب شناسایی معلم، اجرای خرده ­آزمون تقلید جمله و آزمون رشد زبان، 30 نفر از کودکانی که نمره رشد زبان آنها یک تا دو انحراف معیار زیر میانگین (70-85) بود، انتخاب و به طور تصادفی در دو گروه آزمایشی و گواه جایگزین شدند. مداخله برای گروه آزمایشی در 4 گروه کوچک، در برگیرنده 30 جلسه 45 دقیقه­ای و سه جلسه در هفته بود. ابزار جمع آوری داده­ها آزمون آمادگی خواندن با قابلیت اعتماد بازآزمایی 87/0 و آلفای کرونباخ 85/0 و آزمون آگاهی واج­شناختی با قابلیت اعتماد بازآزمایی 90/0 و آلفای کرونباخ 98/0 بود. نتایج تحلیل واریانس چندمتغیره با اندازه­گیری­های مکرر نشان داد در گروه آزمایشی مهارت‌های آمادگی خواندن و آگاهی واج­شناختی نسبت به گروه گواه در پس آزمون و پیگیری افزایش معنادار داشته است. همچنین در خرده­آزمون سرعت نامیدن تغییر معناداری مشاهده نشد. 

کلیدواژه‌ها


عنوان مقاله [English]

Improvement of Early Literacy Skills for Preschool Children at-Risk: Effects of Shared Story Reading

نویسندگان [English]

  • nayyereh Zamani 1
  • Mohsen Shokoohi Yekta 2
  • Saeid Hasanzadeh 3
1 Ph.D of Psychology and Education of Exceptional Children، University of Tehran
2 Professor of Psychology, University of Tehran
3 Associate professor of Psychology, University of Tehran
چکیده [English]

The purpose of this investigation was to examine the effectiveness of the shared story reading intervention on promot early literacy skills for preschool at-Risk. This study was quasi- experimental research design with pretest-posttest-follow-up with the control group. From two preschool centers, 30 children during a multi-level screening, included teacher introduction, imitation test and language development test. The participants were randomly assigned into either control or experimental group. Subjects of the experimental group, in 4 small groups, received 30 sessions of education, each session lasted 45 minutes three a week. Data were collected by Reading Readiness Test, and Test of Phonological Awareness. The results of Repeated Measures MANOVA indicated that a significant effect of program on increasing components of reading readiness and phonological awareness, in experimental group compared with the control group. While the differences were no significant for naming speed.

کلیدواژه‌ها [English]

  • shared story reading
  • early literacy
  • preschool children
  • children at-risk
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