Self-instructional techniques effectiveness on reading performance and academic self-efficacy in dyslexic students

Dyslexia is the most common category of learning disability that related to delay and insufficiency in reading ability, and is diagnose with significant insufficiency at appearance of vocabulary recognition skills and also understanding readied concepts. Therefore, the aim of present research was to study the effectiveness of self- instructional technique on reading skill and academic self-efficacy in dyslexic students. The research method of the present study was quasi experimental. Statistics population in this research were include of all dyslexic primary students between third and fourth grade students of Karaj city, in 2015-2016 academic year. 30 of these students were selected via multi-stage randomized method and randomly placed into experimental and control groups. The data collection instruments of this study include the Wechsler Intelligence Scale for Children (Wechsler, 1969), Dyslexic check list (Aziziyan and Abedi, 2003), Academic self-efficacy questionnaire (Bandura, 2001) and reading performance test (Yarmohammadian et al., 1394). Multivariate covariance analysis was used to analysis of data . The research results showed that self-instructional technique training was effective in their reading performance, reading speed, concept perception, academic self-efficacy improvement. Also training led to decrease reading errors in dyslexic students. Therefore, according to this findings we offer to use from this technique to reading performance improvement and self-efficacy at this group of children at schools. Also we recommended to use from this technique for increase of educational performance and and educational difficulties at schools at this group of children.