تأثیر مداخله خواندن مستقل بر بهبود روان خواندن دانش‌آموزان

نویسندگان

  • آنتونیا اوجه محقق و مالک مرکز آموزش اولیه الهام‌بخش کودکان، نیوهون، رانتیا، جوس، ایالت فلات، نیجریه.

DOI::

https://doi.org/10.22046/LA.2022.24%20%20%20%20

کلمات کلیدی:

خواندن مستقل, روان, مداخله, آوازهای مصنوعی, روان خواندن, سواد

چکیده

کودکانی که عاشق خواندن هستند، بهتر می‌خوانند، واژگان و مهارت‌های درک متن بهتری دارند. این مطالعه تأثیر خواندن مستقل را در بهبود روان خواندن دانش‌آموزان در یک کلینیک خواندن چند پایه در یک مدرسه خصوصی جامعه نیمه شهری در جوس، ایالت پلاتو، نیجریه بررسی کرد. این تحقیق با دو سؤال تحقیقاتی هدایت شد: آیا آموزش سنتی آواشناسی کلاس درس برای افزایش روان خواندن دانش‌آموزان کافی است؟ و آیا زمان مطالعه مستقل روتین می‌تواند روان خواندن دانش‌آموزان را بهبود بخشد؟ در محیط مطالعه، چندین کودک علیرغم آموزش منظم آواسازی مصنوعی، پایین‌تر از سطح کلاس مطالعه می‌خواندند. 39 دانش‌آموز بین سنین 5 تا 10 سال از مجموع 96 دانش‌آموز به روش نمونه‌گیری انتخاب شدند تا در مطالعه پیش آزمون و پس آزمون تک نمونه‌ای شرکت کنند. یک آزمون تسلط پایه اولیه 90/53 درصد از شرکت کنندگانی را که در سطح مستقل  می‌خواندند را حذف کرد و 10/46 درصد بقیه برای مداخله ثبت نام کردند. در پایان دوره درمان 10 هفته‌ای، نتایج نشان داد که حدود 75% از شرکت‌کنندگان می‌توانستند در سطح مستقل بخوانند در حالی که 25% بقیه در سطح آموزشی می‌خواندند. این نمرات با استفاده از آزمون تی زوجی برای مقایسه نمرات پیش آزمون و پس آزمون روانی خواندن مورد تجزیه و تحلیل قرار گرفت. بین نمرات پیش آزمون (میانگین = 90.87)، انحراف معیار = 4.593 و پس آزمون (میانگین = 95.55)، انحراف معیار = 2.139 و  مقدار پی برابر با 0.002 تفاوت معنی‌داری وجود داشت. این تأیید می‌کند که تأثیر خواندن مستقل در بهبود روان خواندن دانش‌آموزان قابل توجه بود. حجم خواندن برای رشد شایستگی خواندن مهم است، زیرا تمرینات مهمی را در اختیار دانش‌آموزان قرار می‌دهد که به آنها کمک می‌کند دانش پیش‌زمینه، بهبود روانی و درک مطلب، افزایش انگیزه، افزایش موفقیت در خواندن و گسترش دامنه لغات را به دانش‌آموزان کمک کند.

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چاپ شده

2022-11-30

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