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Effectiveness of an Intervention Program based on Multiple Learning Systems on Increasing Reading Performance and Interest in Reading in Dyslexic Students
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Shahrooz Nemati *   1, Somayyeh Rasouli1 , Shahram Vahedi1 , Ali Qaradaghi1 |
| 1- Tabriz University |
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Abstract: (1139 Views) |
| Objective: The aim of this study was to determine the effectiveness of an intervention program based on multiple learning systems on improving the reading performance and interest in reading of dyslexic students. Method: The study employed quasi-experimental method with a pretest-posttest design and a control group. The statistical population included second grade dyslexic students in Maragheh City. Iran. Overall, 30 dyslexic students were selected randomly and were divided into two groups of experimental (n = 15) and control (n = 15). The intervention program was performed on the experimental group for 14 sessions of 45 minutes. At the beginning and at end of the intervention program, indicators of reading performance improvement, including reading speed, accuracy and comprehension were measured. Also the students' interest in reading was measured. Data were analyzed using the analysis of covariance (ANOVA) test. Results: There were significant differences between the two groups in reading speed (F = 1337.6 = P = 0.00), reading accuracy (F = 491.6 = P = 0.00) reading comprehension (F = 56.5 = P = 0.00), and reading interest (P= 0.00 / F = 16284). Conclusion: An intervention program based on multiple learning systems can be effective in improving the reading performance of students with reading disabilities. Therefore, it is recommended that the facilitators and educators of the special learning disability centers use this program to improve the learning quality of students' with dyslexia. |
Article number: 4 |
| Keywords: Multiple learning systems, Reading performance, Reading interest, Dyslexia |
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Full-Text [PDF 458 kb]
(473 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2022/06/10 | Accepted: 2022/09/11 | Published: 2022/12/26
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