fa اثربخشی آموزش مبتنی بر مدل انگیزش خواندن بر میزان کارکردهای اجرایی و عملکرد خواندن دانش‌آموزان دارای مشکلات خواندن تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">هدف:</span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt"> هدف پژوهش حاضر، بررسی اثر</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">بخشی آ</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">موزش مبتنی بر مدلانگیزش خواندن بر </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">کارکردهای اجرایی و عملکرد</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt"> خواندن در دانش‌آ‌ّموزان دارای مشکلات خواندن بود. <b>روش: </b>روش پژوهش حاضر نیمه‌آزمایشی از نوع پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری شامل تمام </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">دانش‌آموزان (دختر و پسر) پایه‌های چهارم و پنجم دوره ابتدایی</span></span> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">دارای مشکلات خواندن شهر الیگودرز بود</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> که </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">در سال تحصیلی 1398-1399 مشغول به تحصیل بودند</span></span> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">که از میان آنها به روش نمونه‌گیری هدفمند، تعداد 30 نفر</span></span></span> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">(15 نفر گروه آزمایش و 15 نفر گروه گواه) به‌عنوان حجم نمونه و به روش تصادفی انتخاب شد. ابزار استفاده‌شده در پژوهش شامل کارکردهای اجرایی کولیج و همکاران (2002) و </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">آزمون خواندن و نارساخوانی (نما) کرمی‌نوری و مرادی (1384) </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">بود. داده‌ها با استفاده از روش‌های آمار توصیفی (میانگین و انحراف استاندارد) و آمار استنباطی (تحلیل کوواریانس چندمتغیره) تحلیل شدند. <b>یافته‌ها: </b>نتایج پژوهش نشان داد که آموزش مبتنی بر مدل انگیزش خواندن باعث افزایش </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">کارکردهای اجرایی و عملکرد خواندن</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt"> در دانش</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">‌آموزان دارای مشکلات خواندن شد</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> (001/0></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">)</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">. بحث <b>نتیجه‌گیری: </b></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">بنابراین می‌توان گفت از آن‌جایی‌که خواندن یکی از مهارت‌های اصلی است، شناسایی دانش‌آموزان پایه‌های پایین‌تر دوره‌ ابتدایی که مشکل خواندن دارند، برای حل مشکل آنها بسیار ضروری است.</span></span></span></span></span></span></span><br> <span dir="LTR"></span> <span style="font-size:11pt"><span style="background:white"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">Objective: </span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">The aim of this research<span style="color:#222222"> was to</span> investigate</span></span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">the </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">effectiveness</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> of training based on</span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Reading Motivation Model</span></span><b> </b><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">on the level of executive function and reading performance</span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">of students with reading difficulties<b>.</b></span></span><b> </b><b><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Method:</span></span></b> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">The study was a </span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222"><span style="letter-spacing:.3pt">quasi-experimental pretest-posttest with control group. </span></span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The statistical population includes all students (boys and girls) with reading difficulties in the fourth and fifth grades of elementary school in Aligudarz in the academic year 2019-2020. Using the </span></span><span lang="EN" new="" roman="" style="font-family:" times="">targeted sampling method</span><span new="" roman="" style="font-family:" times="">,</span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">30</span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#222222"><span style="letter-spacing:.3pt">students</span></span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> (15 in the experimental group and 15 in the control group) were randomly selected as the sample size. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:.3pt">Research tools included</span></span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> the executive functions questionnaire of Koolij et al. (2002) and the reading and dyslexia test (Nema) of </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Kormi Nouri</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> and Moradi (2005). </span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">Data using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were analyzed. <b>Results:</b></span></span></span> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">The</span></span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">t</span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">eaching based on</span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Reading Motivation Model</span></span><b> </b><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">increased executive function and reading performance</span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">in students with reading difficulties</span></span> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">(p<0/001)</span></span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">. <b>Conclusion:</b></span></span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">It can be said that since reading is one of the main skills, <span style="color:black">i</span>dentifying lower elementary students with reading difficulties is essential to solving their problem.</span></span></span></span></span></span></span> مدل انگیزش خواندن, کارکردهای اجرایی, عملکرد خواندن, مشکلات خواندن Reading Motivation Model, Executive function, Reading performance, Reading difficulties 19 32 http://joec.ir/browse.php?a_code=A-10-1595-2&slc_lang=fa&sid=1 hamideh adavi حمیده اداوی Adavi.hamideh@gmail.com 100319475328460016084 100319475328460016084 No Department of Psychology, Faculty of Literature and Humanities Lorestan University, Lorestan, Iran. گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، لرستان، ایران. Ezatollah Ghadampour عزت‌اله قدم‌پور Ghadampour.e@lu.ac.ir 100319475328460016085 100319475328460016085 Yes Department of Psychology, Faculty of Literature and Humanities Lorestan University, Lorestan, Iran. گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، لرستان، ایران. Mohammad Abasi محمد عباسی abasi.mo@lu.ac.ir 100319475328460016086 100319475328460016086 No Department of Psychology, Faculty of Literature and Humanities Lorestan University, Lorestan, Iran. گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، لرستان، ایران.