نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناس ارشد روانشناسی تربیتی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 استادیار، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Aims: Dyslexia is one of the specific learning disorders characterized by difficulties in decoding, reading fluency, and phonological processing. Numerous studies have shown that impairments in phonological processing and auditory working memory are among the fundamental underlying causes of dyslexia. The present study aimed to examine the effect of McCarney’s intervention program on improving phonological processing and auditory working memory in students with dyslexia.
Materials and Methods: This study employed a quasi-experimental design with a pretest–posttest control group and a 45-day follow-up phase. The statistical population included students diagnosed with dyslexia at comprehensive assessment, education, and rehabilitation centers in Isfahan during the 2024–2025 academic year. Forty students were selected through convenience sampling and were randomly assigned to experimental and control groups (20 participants in each). Data collection tools included the Kormi-Nouri et al. Reading and Dyslexia Test for assessing phonological processing and the Daneman and Carpenter Auditory Working Memory Test. The experimental group participated in ten 45-minute sessions of McCarney’s instructional program, while the control group did not receive any intervention. Data were analyzed using repeated-measures analysis of variance (ANOVA).
Results: The findings indicated that the mean scores of phonological processing and auditory working memory in the experimental group significantly increased in both the posttest and follow-up phases (p < .001). Furthermore, the main effect of group was significant across all variables (p < .001), indicating a meaningful difference in performance between the experimental and control groups. Additionally, the interaction effect between group and test phase was also significant for all variables (p < .001), suggesting a stable and progressive impact of the intervention over time.
Conclusion: The results demonstrate that McCarney’s intervention program, with its structured and multisensory framework, leads to simultaneous improvement in phonological processing and auditory working memory among students with dyslexia, and its effects remain stable during the follow-up period. Implementing this program in educational and rehabilitation settings can serve as an effective approach for enhancing foundational reading skills and cognitive abilities in children with dyslexia.
Keywords: Dyslexia, Phonological Processing, Auditory Working Memory, McCarney Program
کلیدواژهها [English]
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