بررسی همبستگی آگاهی واج‌شناختی با سرعت و دقت خواندن در کودکان دچار اختلال پردازش شنیداری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری زبان شناسی، دانشگاه تربیت مدرس، تهران، ایران

2 گروه زبانشناسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران

3 استادیار، گروه زبان شناسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران

4 استاد، گروه زبان شناسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران

چکیده

مقدمه و اهداف
آگاهی واج‌شناختی به دانش فرد از واحدهای سازنده زبان اطلاق می‌گردد که در یادگیری خواندن در زبان‌های الفبایی حائز اهمیت است. خواندن یکی از سطوح عالی زبان است که در طی آن فرد نماد زبان گفتاری که در قالب زبان نوشتاری آمده است را رمز‌گشایی می­کند. با توجه به اهمیت خواندن، پژوهش حاضر همبستگی میان آگاهی واج‌شناختی و زیرآزمون‌های آن را با سرعت و دقت خواندن در کودکان دچار اختلال پردازش شنیداری مورد بررسی قرار می‌دهد تا بتواند گامی در جهت آگاهی­بخشی در راستای افزایش دانش زبان­شناختی آنها توسط انجام راهبردهای توانبخشی بهنگام بردارد.
مواد و روش­ ها
آزمون‌ آگاهی واج‌شناختی شامل 180 تصویر و در سه سطح واج، هجا و واحدهای درون‌هجایی و نیز آزمون‌های سرعت و دقت خواندن متن بر روی 15 کودک مقطع دوم تا چهارم ابتدایی دچار اختلال پردازش شنیداری انجام پذیرفت و همبستگی میان متغیرهای آگاهی واج­شناختی و زیرآزمون‌های آن با سرعت و دقت خواندن توسط آزمون همبستگی پیرسون تعیین گردید.
یافته ­ها
وجود همبستگی میان آزمون کلی آگاهی واج‌شناختی با مهارت‌های سرعت و دقت خواندن تایید شد و از میان زیرآزمون‌های آگاهی واج‌شناختی شامل آگاهی هجایی، آگاهی درون­هجایی و آگاهی واجی، تنها وجود همبستگی میان زیرآزمون آگاهی واجی با متغیرهای سرعت و دقت خواندن مشاهده گردید.
نتیجه­ گیری
در کودکان دچار اختلال پردازش شنیداری به دلیل وجود تاخیر و مشکل در کسب مهارت‌های پردازش واجی، درک صحیح آواهای گفتاری و مشخصه‌های تمایزدهنده آنها نیز با مشکل مواجه می‌گردد که می‌تواند در کسب آگاهی واج‌شناختی آنان تاثیرگذار باشد، به تبعیت از آن مهارت‌های وابسته همانند خواندن نیز دچار ضعف می‌گردد؛ لذا در کنار تقویت مهارت‌های پردازشی شنوایی، توجه به مهارت‌های واج‌شناختی کودکان دچار اختلال پردازش شنیداری نیز حائز اهمیت است تا به تبع آن مهارت خواندن این کودکان نیز تقویت و بهبود یابد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Correlation between Phonological Awareness and Reading Speed and Accuracy in Children with Central Auditory Processing Disorder

نویسندگان [English]

  • Negar Shirzad Araghi 1
  • Aliye Kord Zaferanloo Kambuzia 2
  • Hayat Ameri 3
  • Ferdows Aghagolzadeh 4
1 PhD student, Department of Linguistics, Faculty of humanities, Tarbiat Modares University (TMU),Iran,
2 Department of Linguistics, Faculty of humanities, Tarbiat Modares University (TMU), Tehran, Iran
3 Assistant professor, Department of Linguistics, Faculty of humanities, Tarbiat Modares University (TMU),Tehran, Iran
4 Professor, Department of Linguistics, Faculty of humanities, Tarbiat Modares University (TMU), Tehran, Iran
چکیده [English]

Background and Aim: Phonological awareness refers to the person's knowledge of units of oral language that is important in learning alphabetic languages. Reading is a high level of language proficiency, whereby the person decodes symbols of spoken language shown as written language. With regard to the importance of reading skills, the present study was conducted to investigate the correlation between phonological awareness and its subtests with reading speed and accuracy in children with central auditory processing disorder (CAPD) to take a step toward increasing their linguistic knowledge and to provide the grounds to inform them and to employ educational and rehabilitation strategies in order to meet their needs.
Materials and Methods: Phonological awareness test, in three levels of syllabic, intra-syllabic, and phonemic, including 180 pictures, and also text reading speed and accuracy tests were administered on 15 children with CAPD and the correlation between phonological awareness and its subtests with reading speed and accuracy was determined using Pearson correlation coefficient.
Results: A correlation was found between general phonological awareness test and reading speed and accuracy, and among subtests of phonological awareness, including syllable awareness, inter-syllable awareness and phonemic awareness, there was only a correlation between phonemic awareness and reading speed and accuracy.
Conclusion: In children with CAPD, due to the delay and problem in achieving phonemic processing skills, they encounter problems in correct comprehension of speech sounds and their distinctive features that could affect their achieving phonological awareness and therefore, the related skills, including reading, is weakened, too. Therefore, it is important to pay attention to phonological skills of children with CAPD along with strengthening their auditory processing skills to improve and strengthen their reading skills either.

کلیدواژه‌ها [English]

  • Phonological Awareness
  • Reading Speed
  • Reading Accuracy
  • Central Auditory Processing Disorder

مراجع

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سابقه مقاله

  • تاریخ دریافت: 18 مرداد 1397
  • تاریخ بازنگری: 16 شهریور 1397
  • تاریخ پذیرش: 04 مهر 1397
  • تاریخ اولین انتشار: 01 فروردین 1398

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