چکیده:
هدف: این پژوهش با هدف مقایسه اثربخشی مداخله بهنگام و مداخله بهنگام به همراه آموزش خانواده بر بهبود توانایی شناختی نوآموزان دیرآموز انجام شد. روش: روش پژوهشء آزمایشی با پیشآزمون-پسآزمون با گروه گواه بود. ۳۶ نوآموز دیرآموز به شیوه نمونهگیری در دسترس بهعنوان نمونه درنظر گرفته شد. به صورت تصادفی در سه گروه (دو گروه آزمایشیی و یک گروه گواه) جایگزین شدند. گروههای آزمایشی ۲۰ جلسه ٩۰ دقیقهای طی یک ماه آموزش دیدند. دادههای بهدست آمده از آزمونهای مهارتهای پیشنیاز خواندن» ریاضی و نوشتن» آزمون وکسلر کودکان» آزمون لایتر و آدمک گودیناف با استفاده از روش تحلیل کوواریانس مورد تحلیل قرار گرفتند. یافتهها: نتایج نشان داد که مداخله بهنگام و مداخله بهنگام به همراه آموزش خانواده بر عملکرد شناختی در آزمون وکسلر و ازمون لیتر تاثیر داشته است اما بر آزمون آدمک گودیناف تاثیر نداشته است. نتایج آزمون توکی نیز نشان داد که مداخله بهنگام و مداخله بهنگام به همراه آموزش خانواده در آزمون وکسلر با گروه گواه تفاوت معنادار داشتند اما در آزمون لیتر تنها مداخله بهنگام به همراه آموزش خانواده معنادار بود. بهعلاوه؛ در آزمون وکسلر مداخله بهنگام به همراه آموزش خانواده اثربخشی بیشتری داشته است. مداخله بهنگام و مداخله بهنگام به همراه آموزش خانواده در آزمون وکسلر اثربخشی متفاوتی مشاهده شد. نتیجهگیری: یافتههای این پژوهش در مجموع اثربخشی مداخله بهنگام و مداخله بهنگام به همراه آموزش خانواده بر بهبود توانایی تحصیلی و عملکرد شناختی نوآموزان دیرآموز را تایید کرد.
Abstract
Purpose: This research was conducted with the aim of comparing the effectiveness of timely intervention and
timely intervention along with family education on improving the academic ability and cognitive performance of
late learners.
Method: The research method was an experiment with a pre-test and a post-test with a control group. 36 late
learners were considered as samples using available sampling method. They were replaced randomly in three
groups (two experimental groups and one control group). The experimental groups were trained in 20 sessions
of 90 minutes during one month. The data obtained from reading, math and writing prerequisite skills tests,
Wechsler test for children, Leiter test and Goodinaf dummy were analyzed using covariance analysis method.
Results: The results showed that timely intervention and timely intervention along with family education had
an effect on the components of academic ability (reading, writing and math prerequisite skills). Also, the results
showed that timely intervention and timely intervention along with family education had an effect on cognitive
performance in Wechsler's test and Leiter's test, but did not affect Godinaf's dummy test. The results of Tukey's
test also showed that timely intervention and timely intervention along with family education were significantly
different from the control group in the components of academic ability. In addition, timely intervention along with
family education has been more effective in reading prerequisite skills. However, timely intervention and timely
intervention along with family education did not have different effectiveness in math and writing prerequisite skills.
Also, the results of Tukey's test also showed that timely intervention and timely intervention along with family
education in the Wechsler test were significantly different from the control group, but only timely intervention
along with family education was significant in the Leiter test. In addition, timely intervention along with family
education has been more effective in the Wechsler test. Timely intervention and timely intervention along with
family education showed different effectiveness in the Wechsler test.
Conclusion: The findings of this research confirmed the effectiveness of timely intervention and timely intervention
along with family education on improving the academic ability and cognitive performance of late learners.