چکیده:
ﻫﺪف: ﻫﺪف ﭘﮋوﻫﺶ، ﺗﻌﻴﻴﻦ اﺛﺮﺑﺨﺸﻲ ﭘﺮدازﺷﮕﺮ ﻛﻠﻤﻪ ﻫﻤﺮاه ﺑﺎAim: The aim of this study was to determine the راﻫﺒﺮدﻫﺎی ﺧﻮدﭘﺮﺳﺸﻲ ﺑﺮ ﺑﻬﺒﻮد ﻣﺸﻜﻼت اﻣﻼی داﻧﺶآﻣﻮزانeffectiveness of word processing with self-questionstrategies on improving spelling problems of primary اﺑﺘﺪاﻳﻲ دﭼﺎر اﺧﺘﻼل ﻧﻮﺷﺘﻦ ﺑﻮد. روش: روش ﭘﮋوﻫﺶ آزﻣﺎﻳﺸﻲ ﺑﺎschool students with writing disorder. Method: An -ﻃﺮح ﭘﻴﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮔﻮاه ﺑﻮد. ﺟﺎﻣﻌﺔ آﻣﺎری داﻧﺶexperimental method using pre-test and post-test withcontrol group was employed. The statistical population آﻣﻮزان ﭘﺎﻳﺔ ﺳﻮم اﺑﺘﺪاﻳﻲ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮدﻧﺪ ﻛﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﻴﺮیconsisted of third grade primary school students in ﺧﻮﺷﻪای ﭼﻨﺪﻣﺮﺣﻠﻪای02 داﻧﺶآﻣﻮز دارای ﻣﺸﻜﻼت اﻣﻼ، ﭘﺲ ازTehran. Twenty students with writing disorder were اﺟﺮای آزﻣﻮنﻫﺎی ﺗﺸﺨﻴﺼﻲ اﻧﺘﺨﺎب و ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﻲ در ﻳﻚ ﮔﺮوهidentified through relevant tests. Using multiple stagecluster sampling, they were randomly divided into two -آزﻣﺎﻳﺶ و ﻳﻚ ﮔﺮوه ﮔﻮاه ﺟﺎﻳﮕﺰﻳﻦ ﺷﺪﻧﺪ. ﭘﺲ از اﺟﺮای ﭘﻴﺶآزﻣﻮنgroups (one experimental group and one control ﻫﺎ، ﮔﺮوه آزﻣﺎﻳﺶ ﺑﻪ ﻣﺪت 51 ﺟﻠﺴﺔ 54 دﻗﻴﻘﻪای ﺗﺤﺖ آﻣﻮزش راﻳﺎﻧﻪgroup). After performing pretests in both two groups, .ای راﻫﺒﺮدﻫﺎی ﺧﻮدﭘﺮﺳﺸﻲ ﻗﺮار ﮔﺮﻓﺖ. اﻣﺎ ﮔﺮوه ﮔﻮاه آﻣﻮزﺷﻲ ﻧﺪﻳﺪthe experimental group received computer based self-question strategies through 15 sessions of 45 minutes ﺳﭙﺲ ﭘﺲآزﻣﻮن ﻧﻮﺷﺘﻦ در ﮔﺮوهﻫﺎی ﻣﺬﻛﻮر اﺟﺮا ﺷﺪ، و ﭘﺲ ازduration. The control group did not receive any (ﮔﺬﺷﺖ 4 ﻣﺎه از ﻣﺪت آﻣﻮزش، ﭘﺲآزﻣﻮن ﻧﻮﺷﺘﻦ )آزﻣﻮن ﭘﻴﮕﻴﺮیintervention. Post-tests were administered immediatelyat the end of the last intervention session to both اﺟﺮا ﺷﺪ. دادهﻫﺎ ﺑﺎ روش آﻣﺎری ﺗﺤﻠﻴﻞ وارﻳﺎﻧﺲ اﻧﺪازهﮔﻴﺮی ﻣﻜﺮرgroups. The same tests were administered four months -اﻧﺠﺎم ﺷﺪ. ﻳﺎﻓﺘﻪﻫﺎ: ﻳﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﻛﻪ ﺗﻔﺎوت ﺑﻴﻦ ﻣﻴﺎﻧﮕﻴﻦ ﻧﻤﺮهlater in order to gather follow up data. Results: Data ﻫﺎی اﻣﻼی ﮔﺮوه آزﻣﺎﻳﺸﻲ و ﮔﺮوه ﮔﻮاه ﺗﻔﺎوت ﻣﻌﻨﺎدار و ﺧﻄﺎﻫﺎیwas analyzed using repeated measurement analyses.Data analysis indicated that the difference between the .اﻣﻼی ﮔﺮوه آزﻣﺎﻳﺸﻲ ﻧﺴﺒﺖ ﺑﻪ ﮔﺮوه ﮔﻮاه ﻛﺎﻫﺶ ﺑﻴﺸﺘﺮی ﻳﺎﻓﺘﻪ اﺳﺖspelling scores of the experimental group and the -ﻧﺘﻴﺠﻪﮔﻴﺮی: ﭘﺮدازﺷﮕﺮ ﻛﻠﻤﻪ ﻫﻤﺮاه ﺑﺎ راﻫﺒﺮدﻫﺎی ﺧﻮدﭘﺮﺳﺸﻲ ﻣﻲcontrol group was significant. Results showed thatspelling problems in the experimental group decreased -ﺗﻮاﻧﺪ ﺑﻪ ﻋﻨﻮان ﻳﻚ ﻓﻦ آﻣﻮزﺷﻲ ﻣﺆﺛﺮ، در ﺟﻬﺖ ﺑﻬﺒﻮد اﻣﻼی داﻧﺶmore than the control group. Conclusion: Word .آﻣﻮزان اﺑﺘﺪاﻳﻲ دارای اﺧﺘﻼل ﻧﻮﺷﺘﻦ ﺑﻪ ﻛﺎر ﮔﺮﻓﺘﻪ ﺷﻮدprocessing with self-question strategies can be used asan effective teaching technique in order to reduce the
خلاصه ماشینی:
"ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی Journal of Applied Psychology Vol. 4, No. 2(14), Summer 2010, 58-71 58 -71 ،1389 ﺳﺎل4، ﺷﻤﺎره 2)41(، ﺗﺎﺑﺴﺘﺎن ﻧﻘﺶ ﭘﺮدازﺷﮕﺮ ﻛﻠﻤﻪ ﻫﻤﺮاه ﺑﺎ راﻫﺒﺮدﻫﺎی ﺧﻮدﭘﺮﺳﺸﻲ ﺑﺮ ﺑﻬﺒﻮد ﻣﺸﻜﻼت اﻣﻼی 1 داﻧﺶآﻣﻮزان ﭘﺎﻳﺔ ﺳﻮم اﺑﺘﺪاﻳﻲ دﭼﺎر اﺧﺘﻼل ﻧﻮﺷﺘﻦ Role of word processing with self-question strategies in improving spelling problems in third primary school students with writing disorder F.
ﻟﺬا ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻦﻛﻪ در ﻣﻮرد ﺗﺄﺛﻴﺮات ﻣﺜﺒﺖ و ﻣﻨﻔﻲ آﻣﻮزش ﻧﻮﺷﺘﻦ ﺑﺎ ﭘﺮدازﺷﮕﺮ ﻛﻠﻤﻪ و راﻳﺎﻧﻪ ﺑﻴﻦ ﭘﮋوﻫﺸﮕﺮان اﺧﺘﻼف ﻧﻈﺮ وﺟﻮد دارد و از ﺳﻮی دﻳﮕﺮ در ﻣﻮرد اﺛﺮات آﻣﻮزش ﭘﺮدازﺷﮕﺮ ﻛﻠﻤﻪ ﻫﻤﺮاه ﺑﺎ راﻫﺒﺮدﻫﺎی ﺧﻮدﭘﺮﺳﺸﻲ ﺑﺮ ﺑﻬﺒﻮد ﻣﺸﻜﻼت اﻣﻼی داﻧﺶآﻣﻮزان اﺑﺘﺪاﻳﻲ دﭼﺎر اﺧﺘﻼل ﻧﻮﺷﺘﻦ ﭘﮋوﻫﺶﻫﺎی اﻧﺪﻛﻲ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ در ﻧﺘﻴﺠﻪ، ﺿﺮورت دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻳﻚ روش آﻣﻮزﺷﻲ ﻣﺆﺛﺮ ﺑﻴﺶ از ﭘﻴﺶ اﺣﺴﺎس ﻣﻲﺷﻮد.
ﻧﺘﺎﻳﺞ ﺗﺤﻠﻴﻞ وارﻳﺎﻧﺲ آﻣﻴﺨﺘﻪ )3 ×2( ﺑﺮای ﺑﺮرﺳﻲ اﺛﺮات ﮔﺮوه و آزﻣﻮن در ﻧﻤﺮات اﻣﻼی ﮔﺮوه- ﻫﺎی آزﻣﺎﻳﺸﻲ و ﮔﻮاه ﺳﻄﺢ ﻧﺴﺒﺖ ﻣﻴﺎﻧﮕﻴﻦ درﺟﻪ آزادی ﻣﺠﻤﻮع ﺷﺎﺧﺺ ﻫﺎ F ﻣﻌﻨﺎداری ﻣﺠﺬورات ﻣﺠﺬورات ﻣﻨﺎﺑﻊ ﺗﻐﻴﻴﺮ 410/0* 061/96 584/094 1 584/094 ﺑﻴﻦ آزﻣﻮدﻧﻲﻫﺎ ﮔﺮوه 580/7 62 2/481 ﺧﻄﺎ درون آزﻣﻮدﻧﻲﻫﺎ 100/0* 39/17 40/851 2 80/613 آزﻣﻮن 100/0* 86/97 50/571 2 21/153 ﺗﻌﺎﻣﻞ ﮔﺮوه و آزﻣﻮن 791/2 25 92/411 ﺧﻄﺎ 66 ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 2 )41(/ ﺗﺎﺑﺴﺘﺎن 9831 ﻧﻘﺶ ﭘﺮدازﺷﮕﺮ ﻛﻠﻤﻪ ﻫﻤﺮاه ﺑﺎ راﻫﺒﺮدﻫﺎی ﺧﻮدﭘﺮﺳﺸﻲ ﺑﺮ ﺑﻬﺒﻮد ﻣﺸﻜﻼت اﻣﻼی ...
ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از اﻋﻤﺎل روش آﻣﺎری ﺗﺤﻠﻴﻞ وارﻳﺎﻧﺲ آﻣﻴﺨﺘﻪ در زﻣﻴﻨﻪ ﺗﺄﺛﻴﺮ آﻣﻮزش ﭘﺮدازﺷﮕﺮ ﻛﻠﻤﻪ ﻫﻤﺮاه ﺑﺎ راﻫﺒﺮدﻫﺎی ﺧﻮدﭘﺮﺳﺸﻲ ﺑﺮ ﺧﻄﺎﻫﺎی اﻣﻼی داﻧﺶآﻣﻮزان ﭘﺎﻳﺔ ﺳﻮم اﺑﺘﺪاﻳﻲ ﻣﻨﺪرج در ﺟﺪول 3 ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ ﺑﻴﻦ ﻧﻤﺮات ﮔﺮوه آزﻣﺎﻳﺸﻲ و ﮔﻮاه درآزﻣﻮن اﻣﻼ ﺗﻔﺎوت ﻣﻌﻨﺎدار وﺟﻮد دارد."