fa مقایسه اثربخشی توانبخشی شناختی و یکپارچگی حسی-حرکتی بر عملکرد خواندن و کارکردهای اجرایی دانش‌آموزان دو زبانه با اختلال خواندن روانشناسی تربیتی Educational Psychology پژوهشي Research <p><span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پژوهش حاضر با هدف مقایسه اثربخشی توانبخشی شناختی و یکپارچگی حسی-حرکتی بر عملکرد خواندن و کارکردهای اجرایی دانش&shy;آموزان دوزبانه با اختلال خواندن انجام شد. پژوهش نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل و دوره پیگیری دو ماهه بود. </span></span></span><span class="fontstyle01" style="font-family:Bold,serif"><span style="color:black"><span style="font-weight:bold"><span style="font-style:normal"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">جامعه آماری شامل کلیه دانش&shy;آموزان پایه سوم دو زبانه دارای اختلال خواندن بود</span></span></span></span></span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">که در سال تحصیلی 1403-1402 در شهر اهواز مشغول به تحصیل بودند. </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">به روش هدفمند نمونه&shy;ای 45 نفره انتخاب و در دو</span></span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">گروه آزمایش و یک گروه گواه به طور تصادفی گمارده شدند. با استفاده از چک&shy;لیست نشانگان نارساخوانی (</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">RLDL</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">)</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black"> سلیمی&shy;تیموری</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black"> (1386)، آزمون</span></span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">خواندن و نارساخوانی &laquo;نما&raquo; (</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">RDT-NEMA</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">) کرمی&shy;نوری و مرادی (1384)، </span></span></span></span><span class="fontstyle01" style="font-family:Bold,serif"><span style="color:black"><span style="font-weight:bold"><span style="font-style:normal"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آزمون گام به گام جمع بندی توالی شنیداری (</span></span></span></span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">PASAT</span></span></span><span class="fontstyle01" style="font-family:Bold,serif"><span style="color:black"><span style="font-weight:bold"><span style="font-style:normal"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) </span></span></span></span></span></span></span><span class="fontstyle01" style="font-family:Bold,serif"><span style="color:black"><span style="font-weight:bold"><span style="font-style:normal"><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دیری و همکاران </span></span></span></span></span></span></span><span class="fontstyle01" style="font-family:Bold,serif"><span style="color:black"><span style="font-weight:bold"><span style="font-style:normal"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">(1991)</span></span></span></span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black"> و </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آزمون رنگ-واژه استروپ (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Stroop Test</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">&nbsp;ریدلی استروپ </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">(1935)</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black"> اقدام به جمع&shy;آوری داده&shy;ها شد. در تحلیل داده&shy;ها از تحلیل واریانس اندازه&shy;گیری مکرر استفاده شد. نتایج نشان داد که هر دو مداخله بر عملکرد خواندن و کارکردهای اجرایی تاثیر معنادار دارند و این تاثیر در طول زمان پابرجا است (01/0></span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span bzar="" style="font-family:"><span style="color:black">p</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">). بین اثربخشی مداخله توانبخشی شناختی و مداخله یکپارچگی حسی-حرکتی در عملکرد خواندن و کارکردهای اجرایی دانش&shy;آموزان تفاوت معناداری وجود نداشت</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> (05/0<</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">p</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">). بنابراین، تقویت عوامل اساسی شناختی و حسی با استفاده از توانبخشی شناختی و یکپارچگی حسی- حرکتی در سال&shy;های اولیه تحصیل می&shy;تواند رویکردی موثر در بهبود کارکردهای اجرایی و اختلال خواندن دانش&shy;آموزان باشد.</span></span></span></span></span></span></span></span></span></p> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span style="font-size:8.5pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The purpose of this study was to compare the effectiveness of cognitive rehabilitation and </span></span></span></span><span style="font-size:8.5pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">sensory integration<b> </b>exercises <span style="color:black">on reading function and </span>executive functions <span style="color:black">of bilingual students with dyslexia</span>. <span style="color:black">The research design was quasi-experimental with a pretest-posttest and control group and<span class="fontstyle01" style="font-family:Bold,serif"><span style="color:black"><span style="font-weight:bold"><span style="font-style:normal"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">&nbsp;a two-month</span></span></span></span></span></span> follow-up stage. The statistical population included the bilingual primary school students with dyslexia who were referred to the Learning Disabilities Centers in Ahvaz city in 2023-2024. The sample size included 45 students selected by the convenience method who were randomly divided into two experimental and Control groups. Data collection tools were the Dyslexia Symptom Checklist (RLDL), SalimiTeymouri (2003), Reading & Dyslexia Test &quot;NEMA&quot; (RDT-NEMA), KaramiNooi & Moadi (2008), <span class="fontstyle01" style="font-family:Bold,serif"><span style="color:black"><span style="font-weight:bold"><span style="font-style:normal"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Paced Auditory Serial Addition Test (PASAT), Deari et al (1977), and Stroop Color&ndash;Word Test (Stroop Test), Reidly Stroop&nbsp; (1935).</span></span></span></span></span></span><b> </b>After training the experimental groups, a post-test was performed, and after two months, a follow-up stage was performed to assess the stability of the training. Repeated measures analysis of variance was used in data analysis. The results showed that cognitive rehabilitation intervention and </span>sensory integration<b> </b>exercises<span style="color:black"> were effective in reading function and </span>executive functions<span style="color:black"> (p<0.01). There was no significant difference between the effectiveness of cognitive rehabilitation intervention and the </span>sensory integration<b> </b>exercises<span style="color:black"> in reading function and </span>executive functions<span style="color:black"> (p<0.05).</span> <span style="color:black">Therefore, strengthening basic cognitive and sensory factors using cognitive rehabilitation and sensory-motor integration in the early years of education can be an effective approach in improving executive functions and treating dyslexic students.</span></span></span></span></span></span></span></span></span> دوزبانگی, توانبخشی­ شناختی, اختلال خواندن, عملکرد خواندن, کارکردهای اجرایی, یکپارچگی حسی-حرکتی. Bilingualism, Cognitive Rehabilitation, Dyslexia, Reading Function, Executive Functions, Sensory Integration Exercises. 113 122 http://frooyesh.ir/browse.php?a_code=A-10-12737-1&slc_lang=fa&sid=1 Fatemeh Gholami فاطمه غلامی fatemegholami024@gmail.com 100319475328460075018 100319475328460075018 No Master's degree graduate, Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. دانش­ آموخته کارشناسی ارشد، گروه روانشناسی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران. Saeed Moshtaghi سعید مشتاقی moshtaghisaeed@iau.ac.ir 100319475328460075019 100319475328460075019 Yes Assistant Professor, Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. استادیار، گروه روانشناسی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران.