fa مقایسه‌ی رصد چشمی در کودکان نا‌رسا‌خوان وبدون نارسا خوانی: تثبیت‌های چشمی، جهش‌های ساکاد و طول مدت خیرگی تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">چکیده</span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">:</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">هدف</span></span></b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">: اختلال نارسا خوانی بعنوان یکی از شایع ترین مشکلات یادگیری، نیازمند روش های تشخیصی دقیق وعینی است. مطالعه حاضر با هدف مقایسه قدرت تشخیصی متغیر های رصد چشمی ( تثبیت های چشمی، ساکاد ومدت خیرگی) در شناسایی کودکان نلرسا خوان انجام شد.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">روش</span></span></b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">: این پزوهش روی 30 دانش اموز 9 تا 12 ساله (15کودک نارسا خوان و15 &nbsp;کودک عادی) انجام پذیرفت. شرکت کنندگان با استفاده از دستگاه ردیاب چشمی </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Tobi pro spectrum</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">در حین انجام تکلیف خواندن متن فارسی مورد بررسی قرار گرفتند. داده های مربوط به حرکات چشم با روش اماری پیشرفته تحلیل شدند.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">یافته ها:</span></span></b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:"> این پژوهش به نتایج زیر دست یافت: 1- همبستگی قوی ومعنادار بین تعدا تثبیت های چشمی ونارسا خوانی (</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">p<0/01 </span></span><span lang="FA" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">)&nbsp; </span></span><span lang="FA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">2- همبستگی ضعیف برای متغیرهای ساکاد ومدت خیرگی (</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">p<0/1>0/05</span></span><span lang="FA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">) .</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b><span lang="FA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">نتیجه گیری:</span></span></b><span lang="FA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:"> یافته ها حاکی از این است تعداد تثبیت های چشمی می تواند شاخص دقیق تر در غربالگری وتشخیص اولیه نارسا خوانی در کودکان مورد استفاده قرار گیرد.</span></span> <span dir="LTR" style="font-size:13.0pt"></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">کلمات</span></span></b><b> </b><b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">کلیدی</span></span></b><b><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">:</span></span></b><b><span dir="LTR" style="font-size:13.0pt"></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">نا</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">‌</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">رسا</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">‌</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">خوانی</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">، </span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">اختلال</span></span> <span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">یاد</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">‌</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">گیری ویژه</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">، </span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">رصد</span></span> <span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">چشمی</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">، &nbsp;</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">علوم</span></span> <span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:">اعصاب</span></span><span lang="AR-SA" style="font-size:13.0pt"><span b="" nazanin="" style="font-family:"> شناختی</span></span><span dir="LTR" style="font-size:13.0pt"></span></span></span></span></span></span><br> &nbsp; <div><span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b>&nbsp; &nbsp; </b></span></span></span></span><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Abstract:</span></span></b><span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b>&nbsp; &nbsp;</b><b><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">Background and Objectives</span></span></span></b><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">: Dyslexia, as one of the most prevalent learning disorders, requires precise and objective diagnostic.</span></span></span></span></span></span></span></div> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black">&nbsp;<b><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">methods</span></span></span></b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">:</span></span></span><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times=""> This study aimed to compare the diagnostic power of eye-tracking variables (fixations, saccades, and gaze duration) in identifying children with dyslexia.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">&nbsp;Methods: This case-control study examined 30 students aged 9-12 years (15 with dyslexia and 15 typically developing controls). Participants were assessed using the Tobii Pro Spectrum eye-tracker during standardized Persian reading tasks. Eye movement data were analyzed using advanced statistical methods. </span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">Results</span></span></span></b><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">: The findings revealed: - A strong, significant correlation between fixation count and dyslexia (p<0.01) - Weaker correlations for saccades and gaze duration variables (0.05<p<0.1) .=""></p<0.1)></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><b><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">Conclusion</span></span></span></b><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">: The results indicate that fixation count may serve as a more accurate indicator for early screening and diagnosis of dyslexia in children. These findings could contribute to developing new diagnostic tools and intervention programs. </span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><span style="font-size:10.0pt"><span style="background:#eeffde"><span new="" roman="" style="font-family:" times="">Keywords: Dyslexia, specific learning disorder, eye-tracking, eye fixation, cognitive neuroscience</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span arial="" ms="" style="font-family:" unicode=""><span style="color:black"><span dir="LTR" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span><br> &nbsp;</span> نا‌رسا‌خوانی, اختلال یاد‌گیری ویژه, رصد چشمی,  علوم اعصاب شناختی Dyslexia’ Special learning disability ’Eye tracking’ neuroscience’ Data mining 59 68 http://joec.ir/browse.php?a_code=A-10-1125-2&slc_lang=fa&sid=1 fahime khosravian فهیمه خسرویان f.khosravian7780@gmail.com 100319475328460018554 100319475328460018554 No Islamic Azad University of Tehran - Markazi دانشگاه آزاد اسلامی تهران - مرکزی Mahnaz Esteki مهناز استکی p.esteki@gmail.com 100319475328460018555 100319475328460018555 Yes Islamic Azad University of Tehran - Markazi دانشگاه آزاد اسلامی تهران - مرکزی Javad Eynypour جواد عینی پور j.eynypour@gmail.com 100319475328460018556 100319475328460018556 No Islamic Azad University of Tehran - Markazi دانشگاه آزاد اسلامی تهران - مرکزی