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

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FATHI DAVOD; FARAMARZI SALAR; Eftekhar Saadi Zahra; NADERI FARAH; ZARGAR YADOLLAH

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Journal: JOURNAL OF EXCEPTIONAL CHILDREN EMPOWERMENT Year:2018 | Volume:9 | Issue:3 Page(s): 87-98

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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

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Keywords

Academic self-efficacyQ1

dyslexiaQ1

reading functionQ1

targeted reading interventionQ2

Abstract

Aim. The purpose of the present research was to investigate the effectiveness of targeted reading intervention based on response to intervention on reading function and Academic self-efficacy of students with dyslexia in Hamedan city. Methods. This research was a quasi-experimental study with pre-test, post-test design and a control group. The study population consisted of third grade elementary school students with dyslexia. Subjects were selected by simple random sampling method, so that 30 students with dyslexia particiapted. Subjects were divided into two groups randomly (experiment and control group), each consisting of 15 students. Experiment group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The tools of present research were Koromi-Nouri & Moradi’ s Reading and dyslexia Test (2005) and McIllroy & Bunting’ s Academic self-efficacy Questionnaire (2001). The data were analyzed by using multivariate analysis of covariance test (MANCOVA). Results. Findings of this research showed that mean scores of reading function and Academic self-efficacy in experiment group were significantly increased after intervention in comparison with control group. The targeted reading intervention led to improve the reading function and Academic self-efficacy of students with dyslexia. Conclusion. Therefore, paying attention to the variables such as reading function and Academic self-efficacy are essential and planning for providing targeted reading intervention based on response to intervention for these students is of particular importance.

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APA: Copy

FATHI, DAVOD, FARAMARZI, SALAR, Eftekhar Saadi, Zahra, NADERI, FARAH, & ZARGAR, YADOLLAH. (2018). 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. JOURNAL OF EXCEPTIONAL CHILDREN EMPOWERMENT, 9(3 ), 87-98. SID. https://sid.ir/paper/262556/en

Vancouver: Copy

FATHI DAVOD, FARAMARZI SALAR, Eftekhar Saadi Zahra, NADERI FARAH, ZARGAR YADOLLAH. 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. JOURNAL OF EXCEPTIONAL CHILDREN EMPOWERMENT[Internet]. 2018;9(3 ):87-98. Available from: https://sid.ir/paper/262556/en

IEEE: Copy

DAVOD FATHI, SALAR FARAMARZI, Zahra Eftekhar Saadi, FARAH NADERI, and YADOLLAH 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,” JOURNAL OF EXCEPTIONAL CHILDREN EMPOWERMENT, vol. 9, no. 3 , pp. 87–98, 2018, [Online]. Available: https://sid.ir/paper/262556/en

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