اثربخشی تکنیک کلمات هم‌خانواده بر کاهش خطاهای املایی ناشی از دشوار‌‌ی‌های الفبای زبان فارسی در دانش‌آموزان پایه چهارم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تکنولوژی آموزشی، دانشگاه تربیت مدرس، تهران، ایران.

2 .دکترای مدیریت آموزشی، آموزشوپرورش ناحیه 4 اهواز، خوزستان، ایران

3 دکتری تکنولوژی آموزشی، دانشگاه فرهنگیان اندیمشک، خوزستان، ایران

چکیده

پژوهش حاضر به‌منظور بررسی تأثیر تکنیک کلمات هم‌خانواده بر کاهش خطاهایی املایی ناشی از دشواری الفبای زبان فارسی در پایه چهارم ابتدایی انجام گرفت. جامعه آماری در این پژوهش شبه‌آزمایشی، دانش‌آموزان پسر پایه چهارم دبستان شهر تهران در سال تحصیلی 99-98، و نمونه مورد مطالعه، دو کلاس 35 نفری بودند که بر اساس نمونه‌گیری در دسترس انتخاب شدند و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. ابزار مورد استفاده این پژوهش "آزمون درس املا" بود. به‌منظور تجزیه‌‌و‌تحلیل اطلاعات از تحلیل کواریانس یک‌راهه استفاده شد. طرح پژوهش از نوع شبه‌آزمایشی با پیش‌آزمون و پس‌آزمون با گروه گواه بود، که پس از انتخاب تصادفی گرو‌ه‌های آزمایشی و گواه، مداخله آزمایشی (تکنیک کلمات هم‌خانواده) روی گروه آزمایش به مدت 7جلسه 50 دقیقه‌ای و دوبار در هفته اجرا گردید. پس از اتمام برنامه آموزشی از هر دو گروه پس‌آزمون املا گرفته شد. نتایج تحلیل‌کواریانس نشان داد که تکنیک کلمات بر کاهش خطاهایی املایی ناشی از دشواری الفبای زبان فارسی در مقطع ابتدایی مؤثر است (05/0>p). بنابراین از آنجایی که این تکنیک می‌تواند خطاهای املایی ناشی از دشواری الفبای زبان فارسی را به طور معنی‌داری کاهش می‌دهد ضروری است که معلمان توجه ویژه‌ای به مقوله‌ی کلمات هم‌خانواده و اهمیت آن در املا داشته باشند. همچنین لازم است در درس فارسی کلمات هم‌خانواده هر درس را استخراج کنند و دانش‌اموزان را به مطالعه بیشتر آنها ترغیب کنند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The effectiveness of etymology of words to reduce spelling errors due to difficulties in the alphabet of Persian language in 4th grade elementary students

نویسندگان [English]

  • Heshmatollah Nazari 1
  • Abdolzahra Timas 2
  • Hamid Khadem-masjedi 3
1 .PhD student in Instructional Technology, Tarbiat Modares University, Tehran, Iran.
2 PhD in Educational curriculum, 4th school district, Ahvaz, Khouzestan, Iran
3 PhD in Instructional Technology, Farhangian University Center, Andimeshk, Khouzestan, Iran
چکیده [English]

The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in 4th grade elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.

کلیدواژه‌ها [English]

  • etymologic words
  • dictation
  • spelling errors
  • 4th grade male students
  • elementary student
Afsharrad, M., & Sadeghi Benis, A.R. (2014). The Effect of Transcribing on Beginning Learners‟ Dictation, Theory and Practice in Language Studies, 4 (10): 2203-2208
Aghababakhani, S., Malek-pour, M., & Abedi, A. (2011). Comparison of executive actions in children with and without disability Learning to spell: Performance in neuropsychological Nepsy’s test, Journal of clinical psychology, 3(4): 35-40. [Persian]
Aghababakhani, S., Malek-pour, M., & Abedi, A. (2012). Effectiveness of executive functions instruction on children's educational performance with spelling learning disability, Joural of advances in cognitive science, 14(2): 63-72. [Persian]
Arcon, N. (2015). Training the Dragon: Facilitating English Language Learner (ELL) Students' Persuasive Writing through Dictation [dissertation]. The school of Graduate and Postdoctoral Studies the University of Western Ontario London, Ontario, Canada.
Arcon, N., Klein, P.D., & Dombroski, J.D. (2017). Effects of Dictation, Speech to Text, and Handwriting on the Written Composition of Elementary School English Language Learners, Reading and Writing Quaterly, 33 (6): 533-548.
Arnaut, M. A., Hudelot, C., Hackerott, M. M. S., & de Avila, C. R. B. (2018). Noun phrase dictation as a writing assessment instrument: a psychometric analysis, CoDAS, 30 (3):1-6
Ausabel, D. (1968). Educational Psychology: A Cognitive View. New York: Rinehart and Winston
Ausubel, D. P., & Robinson, F. G. (1969). School Learning: An introduction to educational psychology. New York: Holt, Rhinehart and Winston.
Bellomo, T. S. (1999). Etymology and vocabulary development for the L2 college student, TESL-EJ, Vol 4(2):1-2.
Bigozzi, L., Tarchi, C., & Pinto, G. (2017). Consistency and stability of italian children’s spelling in dictation versus composition assessments, Reading & Writing Quarterly, 33(2):109-122.
Brown, H. D. (2007). Teaching by principles, an interactive approach to language pedagogy (3rd Ed.). White Plains, New York; Pearson Education
Capovilla, F. C., Coelho, R., Luz, T. T., Graton-Santos, L. E., & Damazio, M. (2017). Unravelling Portuguese Phonological Encodability: A new method for assessing spelling under dictation difficulty, International Journal of Psychology and Neuroscience, 3(1):1-47. 50 ?
Chatzisavvas, K. (2005). The benefits of etymology in the vocabulary development of greek esl students. ESL. NJ, USA: Kean University.
Davis, P., & Rinvolucri, M. (2002). Dictation. New methods, New Possibilities. Cambridge, UK: Cambridge University Press
Devonshire, V., & Fluck, M. (2010). Spelling development: Fine-tuning strategy[1]use and capitalising on the connections between words, Learning and Instruction, 20(5), 361-371.
Graham, S., Morphy, P., Harris, K. R., Fink-Chorzempa, B., Saddler, B., Moran, S., & Mason, L. (2008). Teaching spelling in the primary grades: A national survey of instructional practices and adaptations, American Educational Research Journal, 45: 796-825
Henderson, E. H. (1990). Teaching spelling. Boston: Houghton Mifflin College Division.
Hutcheon, G., Campbell, M., & Stewart, J. (2012). Spelling Instruction through Etymology-A Method of Developing Spelling Lists for Older Students, Australian Journal of Educational & Developmental Psychology. 12: 60-70
Kajbaf, M., Lahijian, Z., & Abedi, A. (2010). Comparison of memory profile in ordinary children and children with learning disabilities in spelling, mathematics and reading, Joural of advances in cognitive science, 12 (1): 17- 25. [Persian]
Kiyan, M. (2019). The effect of writing techniques on progress composing skill in 6 grade elementary school, Journal of Research in Teaching, 7 (3): 69- 89[Persian]
Kwong, T. E., & Varnhagen, C. K. (2005). Strategy development and learning to spell new words: Generalization of a process, Developmental Psychology, 41:148-159.
Lado, R. (1961). Language Testing: The Construction and Use of Foreign Language Tests. A Teacher's Book. New York, McGraw-Hill
Lerner, J. W. (1997). Learning disabilities: Theories, diagnosis, and teaching strategies. Boston: Houghton
Mifflin. Li, L. (2020). Exploring the Effectiveness of a Reading-dictation Task in Promoting Chinese Learning as a Second Language, Higher Education Studies; 10 (1): 100-108.
Maulidah, F. (2019). The Effect of Modified Running Dictation Technique Through Cooperative Learning Toward Writing Skill in Descriptive Text on Eleventh Grade of State Senior High School 1 Kepanjen, Language-Edu, 8 (2):1-7
Melawanti, I. R. (2007). Dictation as a testing technique in measuring the students’ lestening mastery (A Case Study of the Fifth Grade Students of SD Negeri Wonorejo 01 Karanganyar) [dissertation]. Universitas Negeri Semarang.
Mohammadi, D., & Radbakhsh, Y. (2017). Comparison of the effectiveness of direct instruction and multimedia instruction on improving six types of spelling, Language Related Resaerch, 8(3): 265-290. [Persian]
Muradsalehi, D. (2003). Undercutting the Composition Course, Undergraduate Thesis, Yazd University, [Persian]
Nikoumohammadi, N., Alizadeh, H., Karimi, B., Hakimi-rad, E., & Aminabadi, Z. (2015). The Effectiveness of the Combined Program of Direct instruction and phonemics Awareness on Reducing Spelling errors with Spelling Learning Disabilities in Elementary Students, Modern psychological researches quarterly, 10(39): 190-204. [Persian]
Nunes, T., Bryant, P., & Bindman, M. (2006). The effects of learning to spell on children’s awareness of morphology, Reading and writing, 19 (7): 767-787.
Pacton, S., Perruchet, P., Fayol, M., & Cleeremans, A. (2001). Implicit learning out of the lab: The case of orthographic regularities, Journal of Experimental Psychology: General, 130: 401-426
Pierson, H. D. (1989). Using etymology in the classroom, ELT journal, 43(1): 57- 63.
Popp, S. E. O., Ryan, J. M., Thompson, M. S., & Behrens, J. T. (2003). Operationalizing the Rubric: The Effect of Benchmark Selection on the Assessed Quality of Writing. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).
Post, Y. V., & Carrecker, S. (2002). Orthographic similarity and phonological transparency in spelling, Reading and Writing, 15: 317-340.
Richards, J. C., & Schmidt R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Pearson Education
Roberts, J. (2012). Spelling Recovery: The Pathway to Spelling Success. United Kingdom:
Taylor & Francis. Tabrizi, M., Tabrizi, N., & Tabrizi, A. (2017). Treatment of dictation disorders. Tehran: fararavan [Persian]
Thelen, J. N. (1986). Vocabulary instruction and meaningful learning, Journal of Reading, 29 (7): 603-609. 52 ?
Verdu, A. C. M. A., & Oliveira, F. M. D. (2014). Accuracy in dictation after improvement of reading and copying skills in a student with learning difficulties. Estudos de Psicologia (Campinas), 31(1): 25-34.
Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M., & Kim, A. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39: 528 -543
Zarabian, F.; Rastegharpour, H., Zandi, B., Sarmadi, Mohammadreza., & Farajollahi, M (2011). Educational design for persian spelling e-learning program and its validation from experts’ point of view. Iran Curriculum studies, 6(21): 164-188. [Persian]
Zutell, J. (1993). Directed spelling thinking activity: A developmental, conceptual approach to advance spelling word knowledge. Paper presented at the Literacy for the new millennium First International Conference and 19th National Conference of the Australian Reading Association