طراحی و اعتبار سنجی الگوی آموزش خواندن در فضای مجازی مبتنی بر تعامل معلم-دانش‌آموز و والد-کودک برای دوره ابتدایی

Teaching reading learning skills is one of the important and prominent curriculum in schools, Especially in elementary school. The goals of reading education include fluency, reading comprehension and word learning. Fluency is the ability to read text according to its content, read prose and poetry with appropriate tone and music. Reading comprehension is the ability to understand the explicit and implicit information of the text, to integrate and interpret the information of the text. Also, the purpose of vocabulary learning is to regularize students' basic words and expand children's vocabulary. Expanding students' vocabulary helps in reading and listening comprehension as well as speaking and writing (Sheldareh et al., 2017).

The epidemic of the corona virus and the closure of schools forced the educational system, teachers and families into new conditions of education, i.e. virtual education. Mandatory virtual education and changing the location of education from school to home forced administrators and teachers to design and predict educational programs, teaching methods, and the activities and interactions of administrators, teachers, students, and parents virtually.

The role of interaction between students and teachers in school is clear to everyone because students and teachers spend a large part of their daily hours in the classroom and form a dynamic social environment. Teacher-student relationships are the main part of teaching and learning. It is obvious that students need their teachers in many learning environments (Reilly, 2009). Parental involvement is any interaction between a child and a parent that may contribute to the child's development with the parent's direct participation in the child's school affairs and make him/her interested in school (Dumont et al., 2014). In this research, parent-child interactions in academic matters, especially reading education, have been investigated in researches related to the role of parents regarding educational goals, monitoring learning and doing homework.

The main goal of the current research is to design and validate a suitable model of teaching reading in virtual space based on parent-child and teacher-student interaction in the elementary school. To design and validate the proposed reading teaching model, two questions are answered. First question, what elements is the proposed model of reading education based on parent-child and teacher-student interaction in the virtual space designed? And the second question, is this proposed model of reading education valid from the point of view of experts and teachers?

To design the model, a qualitative method was used with a systematic review of the research literature, and a survey method was used for validation. The statistical population of this research for the design of the educational model included all books, research articles, theses and internet information sources in the field of reading education with regard to virtual space and teacher-student and parent-child interactions; Also, the statistical community for the validation of the model were specialists in educational psychology, lesson planning, educational technology, lecturers and reading teachers, and 15 people were selected as a statistical sample. The data collection tool was a questionnaire and an 8-question questionnaire made by the researcher on a Likert scale.

The findings of the research question about the main elements of the reading teaching model led to the formulation of a conceptual model of the main elements of the research model. This model had four main elements including curriculum, technology, teacher-student and parent-child interaction. The elements of the curriculum include content, objectives and teaching. The second element, technology, includes the student education network program (Shad), phone, tablet and internet. The third element was related to teacher-student interaction with the components of teaching strategies, giving feedback and providing teaching and learning guidelines. The fourth element is the conceptual model of parent-child interaction with the components of paired reading, giving feedback and monitoring. According to the conceptual model of elements of reading education in virtual space, the proposed model of reading education is designed in 8 steps. These steps include 1. Pre-reading 2. Paired reading 3. Teaching strategies 4. Practicing strategies 5. Re-reading 6. Reviewing strategies 7. Reading fluency and 8. Evaluation. This model is based on teacher-student and parent-child interactions. In the design and implementation of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.

This model is based on teacher-student and parent-child interactions. In the design of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.

The findings of the second question showed that according to experts and teachers, the proposed model of reading education is valid. They evaluated the proposed research model as valid in terms of comprehensiveness, coherence, validity, applicability, acceptability and coordination with reading goals. In this template, the number of sessions for each lesson is 8 sessions of 45 minutes, and the role of the teacher, students and parents, educational activities, editing methods, activity presentation formats (video, audio, photo, written) and the type of virtual learning (simultaneous and asynchronous) are specified. Also, according to the goals of primary school reading education, word learning, fluency reading and reading comprehension have been discussed in this model.

It is suggested that this model be used in the third and higher grades. Likewise, this model should be taught to teachers and educational designers and educational leaders to systematically design and implement the reading education program in virtual space. Research for the application of this model in various virtual applications and with semi-experimental methods should be done. As a result, according to the opinion of experts, this eight-step model of reading education can be used to design and teach reading in virtual space based on teacher-student and parent-child interaction in the elementary school.