The purpose of the present study was to investigate the effectiveness of phoneme-based working memory educational program on enhancing reading ability of dyslexic students. The research method was Quasi-experimental with control group and random assignments, using pre-t More
The purpose of the present study was to investigate the effectiveness of phoneme-based working memory educational program on enhancing reading ability of dyslexic students. The research method was Quasi-experimental with control group and random assignments, using pre-test, post-test, and fallow-up stages. The statistical population of the study consists of all the students with reading disability in primary schools in Tehran. Among them, 30 students with dyslexia were selected by available sampling method from leading disorders centers and randomly assigned in experimental and control groups. The experimental group participated in 24 educational sessions of working memory on phonological stimuli in auditory and visual dimensions. Reading and Dyslexia Test (Kormi-Nouri and Moradi, 2008) were used for data collection. The data were analyzed using the multi-variable variance analysis with repeated measures. Findings showed that the phoneme based working memory educational program significantly improved the reading ability of dyslexic students in all three components of reading accuracy, reading fluency and reading comprehension. These findings were also stable in a two-month follow-up. Therefore, it can be concluded that phoneme based working memory education, can improve the reading ability of dyslexic children.
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This study aims to investigate the effectiveness of triarchic instruction method to improve reading skills in dyslexic students. In order to achieve the goal of the study, 12 second to fifth grade students were selected among children visiting Atieh and Ravanmehr therap More
This study aims to investigate the effectiveness of triarchic instruction method to improve reading skills in dyslexic students. In order to achieve the goal of the study, 12 second to fifth grade students were selected among children visiting Atieh and Ravanmehr therapeutic centers in Tehran city who were diagnosed with dyslexia. The diagnosis criteria were Woodcock- Johnson Reading Test, Integrated Visual and Auditory Test (IVA) and diagnostic interview. Students were assigned to experimental and control group randomly. The experimental group passed sixteen 1.5 hour sessions for ten weeks learning to read through the method suggested by Sternberg. Significant improvement in all three reading subtests (fluency، phonology، and knowledge and information) of post test showed. The follow up test conducted three months later also indicated that the experimental group had an increase in the scores of reading.
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The purpose of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on Executive function of students with Dyslexia. The method of research was experimental. In order to conduct this research Thirty students with reading disord More
The purpose of the current research was Evaluation of effectiveness of Lindamood phonological sequence program on Executive function of students with Dyslexia. The method of research was experimental. In order to conduct this research Thirty students with reading disorders who referred to the Learning Disabilities Center of Larsson in the academic year 1399-1400 were selected by convenience sampling method and randomly divided into experimental and control groups. The Executive Functional Behavior Rating Questionnaire (BRIEF) was presented to the experimental group as a pre-test for both groups and the Linda mood phonological sequence program for 16 sessions of intensive intervention. Immediately after the training, both groups participated in the post-test and after one month in the follow-up training analysis of variance with repeated measures was used to analyze the data. Overall, the results of the present study show that the Lindamood phonological sequence program has improved executive function in students with dyslexia. The findings also showed that using of visualizing and verbalizing program in Lindamood phonological sequence program improves cognitive skills in executive function.
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