fa بررسی نارساخوانی دانش آموزان دوره اول ابتدایی و ارائه راهبردهای آموزشی به روش ترکیبی تخصصي Special پژوهشي Research <strong><span style="font-size: 13pt;"><span style="font-family: B Zar;"><span style="color: black;">چکید</span></span></span></strong><strong><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span></strong><strong><span style="font-size: 13pt;"><span style="font-family: B Zar;"><span style="color: black;">ه</span></span></span></strong><br> <strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">مقدمه: </span></span></span></strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">نارساخوانی شایع</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">ترین نوع ناتوانی یادگیری در میان دانش</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">آموزان به ویژه دوره ابتدایی می</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">باشد. هدف پژوهش حاضر، تعیین میزان فراوانی نارساخوانی دانش آموزان دوره اول ابتدایی و ارائه راهبردهای آموزشی برای اصلاح نارساخوانی دانش آموزان می</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">باشد.</span></span></span><br> <strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">مواد و روش</span></span></span></strong><strong><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span></strong><strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">ها: </span></span></span></strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">پژوهش به روش ترکیبی (کمی و کیفی) انجام شد. جامعه آماری بخش کمی شامل دو گروه معلمان و دانش آموزان دوره ابتدایی درسال 97-1396 در شهر دزفول بودند که به صورت هدفمند دانش آموزان دارای مشکلات نارساخوانی به تعداد 93 و 115 معلم در مطالعه وارد شدند. ابزار جمع</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">آوری اطلاعات شامل پرسشنامه نارساخوانی کرمی و همکاران (1384) بود. در بخش کیفی 21 نفر از معلمان و اساتید مجرب برای ارائه راهبردهای آموزشی در مطالعه شرکت کردند.</span></span></span><br> <strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">یافته</span></span></span></strong><strong><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span></strong><strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">ها: </span></span></span></strong><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">یافته</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">های بخش کمی پژوهش نشان داد که میزان نارساخوانی دانش آموزان در دوره اول ابتدایی دزفول با میزان 3/84 درصد در سطح زیاد قرار دارد. حاصل نتایج کیفی پژوهش بیش از 160 راهبرد آموزشی به دست آمد. مفاهیم اصلی حاصل از راهبردهای آموزشی شامل بازی درمانی، موسیقی درمانی، برنامه درسی تلفیقی، آموزش انفرادی، یادیارها، روش</span></span></span><span dir="LTR"><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">های بالینی، تقویت فرایندهای شناختی و فراشناختی، فناوری اطلاعات و ارتباطات، اصلاح کتب درسی و.. بود.</span></span></span><br> <strong><span dir="RTL"><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">بحث و نتیجه</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span><span dir="RTL"><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">گیری: </span></span></span></span></strong><span dir="RTL"><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">بر اساس یافته</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span><span dir="RTL"><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">های پژوهش حاضر، برای پیشگیری از نارساخوانی و اصلاح نارساخوانی توصیه می</span></span></span></span><span style="font-size: 13pt;"><span style="font-family: Calibri,sans-serif;"><span style="color: black;">‌</span></span></span><span dir="RTL"><span style="font-size: 13pt;"><span style="font-family: Gn Lotus;"><span style="color: black;">گردد از آموزش مبتنی بر هنر، آموزش طبیعی با توجه به شرایط اقلیمی و بومی، یادگیری الکترونیکی، آموزش انفرادی و یادگیری مشارکتی استفاده شود.</span></span></span></span> <strong>Abstract</strong><br> <strong>Introduction: </strong>Dyslexia is the most common type of learning disability among students, especially elementary students. Dyslexia includes problems and inability to read, write and spell words. Therefore, the aim of this study was to determine the frequency of dyslexia in elementary school students and to provide educational strategies to correct students&rsaquo; dyslexia.<br> <strong>Methods: </strong>The research was conducted by mixed method (quantitative and qualitative). The statistical population included two groups of teachers and primary school students in 2017-2018 in Dezful. 93 and 115 teachers who had students dyslexic problems were purposefully studied. 93 elementary school students were identified. The number of teachers in the process of identifying students&rsaquo; reading problems was 115. Data was collected through a questionnaire by Karami and Nouri and Moradi (2005) dyslexia. The number of experienced teachers and professors to provide educational strategies was 21.<br> <strong>Results: </strong>The findings of the quantitative part of the research showed that the rate of dyslexia of students in the first elementary school of Dezful was high with 84.3%. Deprived schools with a high rate of 90% had the highest level of dyslexia. Also, the highest rate of dyslexia with 89.7% in high level was related to second grade elementary students. The result of qualitative research results was more than 160 educational strategies. The main concepts of educational strategies included play therapy, music therapy, integrated curriculum, individual education, reminders, clinical methods, strengthening cognitive and metacognitive processes, information and communication technology, textbook correction, collaborative learning, strengthening hand muscles, attractiveness of homework.<br> <strong>Conclusion: </strong>The results of a quantity study indicated a high rate of dyslexia in first grade students of Dezful, especially in deprived areas. Based on the research findings of elementary teachers, to prevent dyslexia and motivate students with dyslexia and correct dyslexia, use art-based education, natural education according to local and climatic conditions, e-learning, individual education and participatory learning. The practical solutions of this research should be presented in the form of a circular to the elementary schools for beginning teachers and other interested teachers. The findings of this study should be used in reading disorder centers.<br> &nbsp; کلمات کلیدی: نارساخوانی, دوره ابتدایی, راهبردهای آموزشی, دانش آموزان Keywords: Dyslexia, elementary school, educational srategies. 59 68 http://nama.ajaums.ac.ir/browse.php?a_code=A-10-125-2&slc_lang=fa&sid=1 Faranak omidian فرانک امیدیان Omidian.2013@gmail.com 10031947532846001972 10031947532846001972 Yes ) Department of Education, Dezful Branch, Islamic Azad University, Dezful, Iran Fariba Molaei فریبا مولایی Omidian.2013@gmail.com 10031947532846001973 10031947532846001973 No Department of Education, Dezful Branch, Islamic Azad University, Dezful, Iran