بررسی میزان اثربخشی روش آموزش الفبای فارسی بر یادگیری دانش‌آموزان عقب‌مانده ذهنی با استفاده از علائم و محرک‌های خارجی (جایگاه سازی همراه با آوا)

The main goal of this research is the measurement of the effects of the external symbols on the mental retarted (handicapped). The hypothesis of the research were as follows: 1- Teaching the Persian alphabets by external symbols causes more recalling the learned material in students as compared with the usual methods. 2- Teaching the Persian alphabets by external symbols has more effect on letters combination and the structure of words than the usual methods. 3- Teaching the Persian alphabets by external symbols has more speed for information transfer from short -term memory to long term memory as compared with the usual methods. 4- Teaching the Persian alphabets by external symbols has more effect on increasing the information retention in the long - term memory as compared with the usual methods. The semi - empirical method with two control and study or experimental groups were used in this research. The statistical populations (sample) were 30 exceptional female students of Kerman that were chosen from 70 students by random sampling method, and then divided to two study and control groups. The data from pretest and posttest were analyzed by T test and Pearson and Spearman correlation coefficients. The results of the research showed that all of the research hypothesis were confirmed.