Effectiveness of Direct Instruction on Reading Skill in Children with Disability of Reading

The aim of the current study was to examine the effect of applying direct instruction program on reading skill in children with learning disabilities in 2012-2013 school years. The research method was an Experimental Single Case with multiple baseline design. The study population consisted of four participants were selected among Second-grade elementary school students who were referred to specific-Learning-Problems Centers in order to remove specific learning difficulties، especially diagnosed with reading disorder (learning to read)، in two regions of city of Yazd، and they completed the evaluation. In addition، Research tools included revised scale Wechsler Intelligence Test، facade Reading & dyslexia insufficient reading، word reading test (subtest of the facade) and health education students. In order to differential diagnosis of reading disorders of mental disorder، the Intelligence Scale Revised was performed; Moreover، NAMA reading test to detect reading disorder & dyslexia from sub-tests of reading words to draw a base line level of participants'' development was employed. Programs directly designed on all four tests were conducted، and following performance training، 3 weeks tracking implemented that all 4 subjects after a performance training program were able to achieve the behavior goals; therefore، it was shown that this effect was constant and the target behavior was not decreased. Consequently، researcher concluded that direct instruction program was a remedial effective program on reading skill in children with learning disabilities.