Hamid Toreyfi hosseini; Manijeh Shehni yailagh; Ali Reza Haji Yakhchali; sirous allipour
Abstract
Aim :The aim of this study was to determine the effectiveness of an empowerment program based on self-regulation executive functions on the reading performance of dyslexic primary school students. Method: The study employed quasi-experimental design, using pretest, posttest and follow up with the control ...
Read More
Aim :The aim of this study was to determine the effectiveness of an empowerment program based on self-regulation executive functions on the reading performance of dyslexic primary school students. Method: The study employed quasi-experimental design, using pretest, posttest and follow up with the control group. The population of the study was all dyslexic boys students in the fourth grade of primary school in Islamshahr city in the academic year of 2017-18. 38 students were selected through combined sampling method (Census and Cluster sampling), and were randomly divided into an experiment group and a control group (20 in the experiment group and 18 in the control group). The experimental group received an intervention program in 2 months (15 sessions of 50 minutes, and 2 months of environmental modifications and practical interventions that was integrated into daily curricula). Data were analyzed by multivariate analysis of covariance, one-variable covariance. Findings: The results showed there were significant differences between reading speed, reading accuracy and comprehension students with and without dyslexia. Conclusion: the empowerment program based on self-regulation executive functions can improve the reading performance of dyslexic primary school students.
