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برمکی, فرزانه, سهرابی, مهدی, صابری کاخکی, علیرضا. (1404). تأثیر برنامه حرکتی منتخب بر درک مطلب و خواندن دانش‌آموزان نارساخوان دختر ۷ تا ۹ ساله شهرستان فردوس. , 17(3), 79-99. doi: 10.22059/jsmdl.2025.377839.1782
فرزانه برمکی; مهدی سهرابی; علیرضا صابری کاخکی. "تأثیر برنامه حرکتی منتخب بر درک مطلب و خواندن دانش‌آموزان نارساخوان دختر ۷ تا ۹ ساله شهرستان فردوس". , 17, 3, 1404, 79-99. doi: 10.22059/jsmdl.2025.377839.1782
برمکی, فرزانه, سهرابی, مهدی, صابری کاخکی, علیرضا. (1404). 'تأثیر برنامه حرکتی منتخب بر درک مطلب و خواندن دانش‌آموزان نارساخوان دختر ۷ تا ۹ ساله شهرستان فردوس', , 17(3), pp. 79-99. doi: 10.22059/jsmdl.2025.377839.1782
برمکی, فرزانه, سهرابی, مهدی, صابری کاخکی, علیرضا. تأثیر برنامه حرکتی منتخب بر درک مطلب و خواندن دانش‌آموزان نارساخوان دختر ۷ تا ۹ ساله شهرستان فردوس. , 1404; 17(3): 79-99. doi: 10.22059/jsmdl.2025.377839.1782

تأثیر برنامه حرکتی منتخب بر درک مطلب و خواندن دانش‌آموزان نارساخوان دختر ۷ تا ۹ ساله شهرستان فردوس

رشد و یادگیری حرکتی ورزشی
دوره 17، شماره 3، مهر 1404، صفحه 79-99    اصل مقاله (975.19 K)
نوع مقاله: مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I
شناسه دیجیتال (DOI): 10.22059/jsmdl.2025.377839.1782
نویسندگان
فرزانه برمکی* 1؛ مهدی سهرابی2؛ علیرضا صابری کاخکی3
1گروه رفتار حرکتی،دانشکدةعلوم ورزشی، دانشگاه فردوسی مشهد، مشهد، ایران.
2گروه رفتار حرکتی،دانشکدةعلوم ورزشی، دانشگاه فردوسی مشهد ، مشهد، ایران.
3گروه رفتار حرکتی، دانشکدةعلوم ورزشی ، دانشگاه فردوسی مشهد، مشهد، ایران.
چکیده
مقدمه: نارساخوانی یک اختلال یادگیری است که توانایی کودکان در خواندن، نوشتن و پردازش اطلاعات را تحت‌تأثیر قرار می‌دهد. پژوهش‌ها نشان می‌دهد فعالیت‌های بدنی سازمان‌یافته می‌توانند به بهبود این اختلال کمک کنند. هدف مطالعه حاضر بررسی تأثیر برنامه حرکتی منتخب بر درک مطلب و خواندن دانش‌آموزان نارساخوان ۷ تا ۹ ساله بود.
روش پژوهش: جامعه آماری شامل تمام دانش‌آموزان نارساخوان ۷ تا ۹ ساله شهر فردوس بود. شرکت‌کنندگان به سه گروه تمرینات منتخب، تجربی و کنترل تقسیم شدند. پژوهش به روش نیمه‌تجربی با طرح پیش‌آزمون–پس‌آزمون و گروه کنترل انجام شد. مداخله در دو گروه تمرینی اجرا شد، در حالی که گروه کنترل هیچ تمرینی نداشت. برنامه منتخب بر اساس رویکرد بلایت (توجه، تعادل، هماهنگی) طراحی و طی ۴ هفته اجرا شد. یک روز قبل از شروع، آزمون خواندن و نارساخوانی (نما) و آزمون درک مطلب از همه افراد گرفته شد. گروه‌های تمرینی در ۱۲ جلسه ۷۰ دقیقه‌ای (۱۰ دقیقه گرم‌کردن، ۵۰ دقیقه تمرین ایستگاهی، ۱۰ دقیقه سردکردن) شرکت کردند. داده‌ها با آزمون‌های آنکووا و مانکووا تحلیل شد.
یافته‌ها: نتایج نشان داد گروه تمرینات منتخب در پس‌آزمون در هر دو متغیر درک مطلب و خواندن عملکرد بهتری نسبت به دو گروه دیگر داشت ( 0/05=p).
نتیجه‌گیری: برنامه حرکتی منتخب مبتنی بر رویکرد بلایت موجب بهبود معنی‌دار درک مطلب و خواندن دانش‌آموزان نارساخوان شد و اثربخشی آن تأیید گردید
کلیدواژه‌ها
برنامه حرکتی؛ درک مطلب؛ خواندن؛ دانش‌آموزان نارساخوان
عنوان مقاله [English]
The Effect of Selected Movement Program on Comprehension and Reading Skills of 7 to 9-Year-Old Female Dyslexic Students in Ferdows County
نویسندگان [English]
Farzane Barmaki1؛ Mehdi Sohrabi2؛ Aireza Saberi Kakhki3
1Department of Motor Behavior, Faculty of Sports Sciences, Ferdowsi University of Mashhad, Mashhad, Iran.
2Department of Motor Behavior , Faculty of Sports Sciences , Ferdowsi University of Mashhad, Mashhad, Iran.
3Department of Motor Behavior, Faculty of Sports Sciences , Ferdowsi University of Mashhad, Mashhad, Iran.
چکیده [English]
Introduction: Dyslexia is a learning disorder that impairs children's ability to read, write, and process information. Research indicates that organized physical activities can significantly aid their management. This study aimed to investigate the effect of a selected movement program on reading comprehension and reading performance in dyslexic students aged 7 to 9 years.
Methods: The study population consisted of all 7 to 9-year-old dyslexic students in Ferdows County. Participants were randomly assigned to three groups: Selected Training, Experimental, and Control. A quasi-experimental design with pre-test, post-test, and control group was employed. The intervention was implemented in both training groups, while the control group received no training. The selected program was designed based on the Blythe approach (attention, balance, and coordination) and lasted for four weeks. One day before the intervention, all participants completed the Reading and Dyslexia Test (NEMA) and a reading comprehension test. The two training groups attended 12 sessions (70 minutes each) over four weeks (10 minutes warm-up, 50 minutes circuit practice, and 10 minutes cool-down). Data was analyzed using ANCOVA and MANCOVA.
Results: Statistical analysis revealed that the Selected Training Group significantly outperformed both the Experimental Group and the Control Group in comprehension and reading performance on the post-test (p = 0.05).
Conclusion: The findings demonstrate that the Blythe-based selected movement program effectively improved both comprehension and reading skills in dyslexic children. These results support the use of structured physical activity programs, particularly those incorporating attention, balance, and coordination training, as an effective intervention for managing dyslexia.
کلیدواژه‌ها [English]
Movement Program, Comprehension, Reading, Dyslexic Students
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