Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia
Aims: The aim of this study was to determine the effectiveness of purposeful reading intervention based on response to the intervention on the academic attitudes of dyslexic students in Hamadan. Instrument & Methods: This research was a quasi-experimental study by pre-test, post-test design with...
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| Format: | Article |
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Hamadan University of Medical Sciences
2022-03-01
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| Series: | پژوهان |
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| Online Access: | http://psj.umsha.ac.ir/article-1-900-en.html |
| _version_ | 1818354307298230272 |
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| author | D Fathi S Faramarzi Z Eftekhar Saadi F Naderi Y Zargar |
| author_facet | D Fathi S Faramarzi Z Eftekhar Saadi F Naderi Y Zargar |
| author_sort | D Fathi |
| collection | DOAJ |
| description | Aims: The aim of this study was to determine the effectiveness of purposeful reading intervention based on response to the intervention on the academic attitudes of dyslexic students in Hamadan.
Instrument & Methods: This research was a quasi-experimental study by pre-test, post-test design with control group. The study population included of third grade elementary school students with dyslexia. Subjects were selected by simple randomly sampling method. In this study were participated 30 students with dyslexia. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 students. Experimental group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The instrument of present research was and Akbary Academic Attitude Survey (2004). The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test.
Findings: T The results of multivariate analysis of covariance showed that in the post-intervention stage, the mean scores of academic attitude of the experimental group after the intervention was significantly higher than the control group.
Conclusion: The purposeful reading intervention training program improved the academic attitudes of dyslexic students. |
| first_indexed | 2024-12-13T19:23:20Z |
| format | Article |
| id | doaj.art-9f8caf284b454d87bc9809c6f821606f |
| institution | Directory Open Access Journal |
| issn | 1029-7863 2423-6276 |
| language | fas |
| last_indexed | 2024-12-13T19:23:20Z |
| publishDate | 2022-03-01 |
| publisher | Hamadan University of Medical Sciences |
| record_format | Article |
| series | پژوهان |
| spelling | doaj.art-9f8caf284b454d87bc9809c6f821606f2022-12-21T23:34:06ZfasHamadan University of Medical Sciencesپژوهان1029-78632423-62762022-03-012027986Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with DyslexiaD Fathi0S Faramarzi1Z Eftekhar Saadi2F Naderi3Y Zargar4 Department of Psychology and Exceptional Children Education, Ahvaz branch, Islamic Azad University, Ahvaz, Iran Department of Psychology and Education of Exceptional Children, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Department of Psychology and Education of Exceptional Children, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Department of Psychology and Education of Exceptional Children, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Department of Psychology and Education of Exceptional Children, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Aims: The aim of this study was to determine the effectiveness of purposeful reading intervention based on response to the intervention on the academic attitudes of dyslexic students in Hamadan. Instrument & Methods: This research was a quasi-experimental study by pre-test, post-test design with control group. The study population included of third grade elementary school students with dyslexia. Subjects were selected by simple randomly sampling method. In this study were participated 30 students with dyslexia. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 students. Experimental group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The instrument of present research was and Akbary Academic Attitude Survey (2004). The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test. Findings: T The results of multivariate analysis of covariance showed that in the post-intervention stage, the mean scores of academic attitude of the experimental group after the intervention was significantly higher than the control group. Conclusion: The purposeful reading intervention training program improved the academic attitudes of dyslexic students.http://psj.umsha.ac.ir/article-1-900-en.htmldyslexiatargeted reading interventionacademic attitude |
| spellingShingle | D Fathi S Faramarzi Z Eftekhar Saadi F Naderi Y Zargar Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia پژوهان dyslexia targeted reading intervention academic attitude |
| title | Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia |
| title_full | Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia |
| title_fullStr | Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia |
| title_full_unstemmed | Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia |
| title_short | Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia |
| title_sort | effectiveness of targeted reading intervention based on response to intervention on reading function and academic self efficacy of third grade elementary school students with dyslexia |
| topic | dyslexia targeted reading intervention academic attitude |
| url | http://psj.umsha.ac.ir/article-1-900-en.html |
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