اثربخشی توان‌بخشی شناختی بر بهبود کارکردهای اجرایی و مهارت‌های خواندن دانش‌آموزان نارساخوان: مروری نظام‌مند بر پژوهش‌های داخلی

نوع مقاله : مقاله مروری

نویسندگان

1 دانشجوی کارشناسی ارشد روان شناسی تربیتی دانشگاه بیرجند

2 استادیار، گروه روان شناسی

چکیده

زمینه: دانش‌آموزان نارساخوان در کارکردهای اجرایی خود از جمله حافظۀ کاری، توجه، پردازش اطلاعات، انعطاف‌پذیری شناختی و بازداری پاسخ بیشترین ضعف را دارند. توان‌بخشی شناختی با تأثیر بر روی عملکرد مغز، ظرفیت‌های شناختی از دست رفته فرد را بهبود بخشیده و بر روی حوزه‌های مختلف شناخت از جمله حافظه، توجه و کنش‌های اجرایی و مهارت‌های خواندن مؤثر است.
هدف: هدف پژوهش حاضر مرور نظام‌مند مداخلات توان‌بخشی شناختی بر روی بهبود کارکرد‌های اجرایی و مهارت‌های خواندن دانش‌آموزان نارساخوان بود تا ویژگی‌های معتبرترین مداخلات را برجسته کند و پژوهش‌های آینده را راهنمایی کند.
روش: پژوهش حاضر یک مطالعه مروری نظام‌مند بود. نتایج این مطالعه بر اساس مقالات پژوهشی منتشر شده به زبان فارسی کسب گردید. در این پژوهش کلیۀ مقالات انتشار یافته در بازۀ زمانی (فروردین 1393 الی مرداد 1403) طی جستجو در پایگاه اطلاعاتی فارسی SID, Google Scholar, Magiran, Ensani انتخاب شدند. جستجوی مقالات فارسی با یک راهبرد مشخص شد به این صورت که در گام اول تمام مقالاتی که در عنوان یا چکیده آن‌ها، کلید واژه‌های ذکر شده یا مشابه یا مرتبط با موضوع بودند، استخراج شدند؛ در این مرحله در قسمت جستجوی پیشرفته پایگاه اطلاعاتی کلید واژه‌های (نارساخوانی یا اختلال خواندن یا اختلالات خواندن یا خوانش پریشی یا خواندن پریشی یا مشکلات خواندن یا ناتوانی خواندن) و (توان‌بخشی شناختی یا مداخلات شناختی یا تمرینات شناختی یا آموزش شناختی) به‌صورت ترکیبی مورد جستجو قرار گرفت. در این مرحله تعداد 603 مقاله فارسی جمع‌آوری گردید. در گام دوم تعداد 455 مقاله تکراری و سپس تعداد 118 مقاله که با ملاک‌های ورود و خروج هماهنگی نداشتند، حذف شدند. در این بخش تعداد 30 مقاله فارسی جمع‌آوری گردید.
یافته‌ها: نتایج نشان داد که مداخلات توان‌بخشی شناختی با بهره‌گیری از تمرین‌های هدفمند و مبتنی بر اصول شکل‌پذیری عصبی مغز، تأثیر قابل توجهی بر بهبود جنبه‌های مختلف شناختی نظیر توجه، حافظه، کارکردهای اجرایی و مهارت‌های خواندن از جمله خواندن کلمات، ناکلمات، زنجیره کلمات، درک مطلب، هجی کردن و پردازش دیداری-واج‌شناختی، بهبود عملکرد کلی خواندن و کاهش علائم نارساخوانی دارد. پژوهش‌ها نشان دادند که توان‌بخشی شناختی، چه به‌صورت رایانه‌ای و چه به‌صورت غیررایانه‌ای، می‌تواند در بهبود مشکلات کارکردهای اجرایی و مهارت‌های خواندن دانش‌آموزان نارساخوان مؤثر واقع شود. همچنین، توان‌بخشی شناختی رایانه‌ای نسبت به روش‌های غیررایانه‌ای از کارایی بیشتری برخوردار است.
نتیجه‌گیری: با توجه به اثربخشی توان‌بخشی شناختی رایانه‌ای و غیررایانه‌ای در کارکردهای اجرایی و مهارت‌های خواندن دانش‌آموزان نارساخوان توصیه می‌شود تا متخصصان، روان‌شناسان و مشاوران در حوزۀ اختلالات یادگیری، مسئولان مدارس و مراکز مشاوره و خدمات روان‌شناختی آموزش ‌و پرورش تلاش کنند تا با استفادۀ عملی از توان‌بخشی شناختی به‌صورت‌های گوناگون، روند یادگیری و عملکرد تحصیلی این دانش‌آموزان را بهبود بخشند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Cognitive Rehabilitation on Improving Executive Functions and Reading Skills in Dyslexic Students: A Systematic Review of Domestic Studies

نویسندگان [English]

  • Negin Nikbin 1
  • Mehdi Rezaei 2
1 Master's student in Educational Psychology, Birjand University
2 Assistant Professor of Psychology Department
چکیده [English]

Background: Students with dyslexia face significant challenges in executive functions, such as working memory, attention, information processing, cognitive flexibility, and response inhibition. Cognitive rehabilitation improves brain performance, helps regain lost cognitive abilities, and positively impacts areas like memory, attention, executive functions, and reading skills.
Aim: The purpose of the current study was to systematically review cognitive rehabilitation interventions on the improvement of executive functions and reading skills in students with dyslexia, to emphasize the features of the most reliable interventions and provide direction for future studies.
Method: The current study is a systematic review. The findings were based on research articles published in Persian. All articles published between March 2014 and August 2024 were selected through a search in Persian databases such as SID, Ensani, Magiran, and Google Scholar. The search strategy involved extracting articles whose titles or abstracts contained the specified keywords or related terms. The advanced search used a combination of keywords, including "dyslexia," "reading disorder," or "reading difficulties," along with "cognitive rehabilitation," "cognitive interventions," or "cognitive training." This resulted in a collection of 603 Persian articles. In the next step, 455 duplicate articles were removed, and 118 articles that did not meet the inclusion and exclusion criteria were discarded. In the end, 30 Persian articles were included in the review.
Results: The findings revealed that cognitive rehabilitation interventions, utilizing targeted exercises based on the principles of brain neuroplasticity, have a considerable effect on improving various cognitive functions such as attention, memory, executive functions, and reading skills, including word reading, non-words, word chains, reading comprehension, spelling, and visual-phonological processing. These interventions also contribute to overall reading performance and a reduction in the symptoms of dyslexia. Research has shown that cognitive rehabilitation, whether computer-based or non-computer-based, can effectively improve executive function problems and reading skills in dyslexic students. Additionally, computer-based cognitive rehabilitation is more effective than non-computer-based methods.
Conclusions: In conclusion, based on the effectiveness of both computer-based and non-computer-based cognitive rehabilitation in improving executive functions and reading skills in dyslexic students, it is recommended that specialists, psychologists, and counselors in the field of learning disorders, and education officials and counseling centers, focus on the practical application of cognitive rehabilitation in its various forms to enhance the learning process and academic outcomes of these students.

کلیدواژه‌ها [English]

  • learning disabilities
  • dyslexia
  • executive functions
  • reading skills
  • cognitive rehabilitation
  • systematic review

مراجع

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پژوهش های کیفی در علوم رفتاری
دوره 3، شماره 2 - شماره پیاپی 6
زمستان 1403
اسفند 1403
صفحه 235-258

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  • تاریخ دریافت: 18 مهر 1403
  • تاریخ بازنگری: 03 دی 1403
  • تاریخ پذیرش: 21 بهمن 1403

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