fa تأثیر آموزش روش فنوگرافیکس بر میزان آگاهی واج‌شناختی و نگرش به خواندن دانش‌آموزان دارای مشکلات خواندن روانشناسی تربیتی Educational Psychology پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">هدف پژوهش حاضر، تعیین اثربخشی آموزش روش فنوگرافیکس بر </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">آگاهی واج‌شناختی </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">و </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">نگرش به</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. روش پژوهش حاضر نیمه&shy;آزمایشی از نوع پیش&shy;آزمون-پس&shy;آزمون با گروه کنترل بود. جامعه&shy;ی آماری شامل کلیه&nbsp; </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 99-1398 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) به عنوان حجم نمونه و به طریق تصادفی انتخاب گردید. ابزار مورد استفاده در پژوهش شامل پرسشنامه&shy;های</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt"> آگاهی واج‌شناختی دستجردی و سلیمانی (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">PAT</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">)</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt"> (1389) و نگرش به خواندن مک‌کنا و کی‌یر </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">(</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">ATQ</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">)</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt">(1990)</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:.3pt"> بود. داده&shy;ها با استفاده از روش&shy;های آمار توصیفی (میانگین و انحراف استاندارد) و آمار استنباطی (تحلیل کوواریانس چندمتغیره) تحلیل شدند. نتایج پژوهش نشان داد که آموزش روش فنوگرافیکس 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">آگاهی واج‌شناختی و بهبود نگرش به 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 lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">></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">. </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">بنابراین می‌توان گفت از آنجایی که خواندن یکی از مهارت‌های اصلی است، شناسایی دانش‌آموزان پایه‌های پایین‌تر دوره‌ ابتدایی که دارای مشکلات خواندن هستند، برای حل مشکل آنها بسیار ضروری است</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">.</span></span></span></span></span></span></span><br> <span dir="LTR"></span> <span style="background: white;"><span style="line-height: normal;"><span style="unicode-bidi: embed;"><span sans-serif="" style="font-family: Calibri, "><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" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">The </span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">effectiveness</span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""> of teaching phenographix method on the level of phonological awareness and </span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">attitude to the reading </span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">of students with reading difficulties. </span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">The study was a </span></span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="color:#222222"><span style="letter-spacing:.3pt">quasi-experimental pretest-posttest with the control group. </span></span></span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">The statistical population includes all students (boys and girls) with reading difficulties, fourth and fifth grades of an elementary school in Aligudarz, who are studying in the academic year 2019-2020, </span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">Targeted sampling method</span></span> <span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">of which 30</span></span> <span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="color:#222222"><span style="letter-spacing:.3pt">students</span></span></span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""> (15 in the experimental group and 15 in the control group was selected as the sample size and randomly. </span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="color:black"><span style="letter-spacing:.3pt">Research tools included</span></span></span></span><font face="Calibri, sans-serif"><span style="font-size: 11pt;">&nbsp; </span></font><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">Dastjerdi and Soleimani Phonological Awareness Test (PAT) (1389)</span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""> and McKenna & Kear (ATQ) </span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">(1990) </span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">attitudes to reading</span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">. </span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><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. research results show <span style="color:black">that </span></span></span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="color:black">t</span></span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">eaching <span style="color:black">phenographix </span>techniques increased phonological awareness and </span></span><span lang="EN" style=""><span style="color: black;"><font face="Times New Roman, serif"><span style="font-size: 10pt;">improved</span></font><font face="Calibri, sans-serif"><span style="font-size: 14.6667px;">&nbsp;</span></font></span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">attitude to reading </span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">in students with reading difficulties </span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">(p<</span></span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">0/001</span></span></span><span sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:.3pt">)</span></span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times=""><span style="color:black">. </span></span></span><span lang="EN" sans-serif="" style="font-family: Calibri, "><span new="" roman="" style="font-family:" times="">Therefore, it can be said that 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 problems.</span></span></span></span></span> فنوگرافیکس, آگاهی واج‌شناختی, نگرش به خواندن, مشکلات خواندن Phono-graphix, phonological awareness, attitude to reading, Reading Difficulties. 269 278 http://frooyesh.ir/browse.php?a_code=A-10-6383-2&slc_lang=fa&sid=1 Hamideh Adavi حمیده اداوی Adavi.hamideh@gmail.com 100319475328460036208 100319475328460036208 No PhD of Educational Psychology, Department of Psychology, Faculty of Literature and Humanities Lorestan University, Lorestan, Iran. دکتری روان‌شناسی تربیتی، گروه روان‎‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، لرستان، ایران. Ezatollah Ghadampour عزت‌اله قدم‌پور Ghadampour.e@lu.ac.ir 100319475328460036209 100319475328460036209 Yes Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Lorestan, Iran. استاد، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، لرستان، ایران. Mohammad Abasi محمد عباسی abasi.mo@lu.ac.ir 100319475328460036210 100319475328460036210 No Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Lorestan, Iran. استادیار روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، لرستان، ایران.