Comparison of the Efficiency of Neuropsychological and Davis Method Interventions on Reading Performance of Dyslexic of First and Second Grade Elementary Students

The purpose thise study was to [z1] compare the efficiency of neuropsychological and Davis method interventions on reading performance of dyslexic students of first and second grade elementary. The research was experimental with pre-test, post-test, follow up and control group design. The study population included all the dyslexic of first and second grade elementary Students in the school year 2015-2016 in Isfahan city. The sample included 45 dyslexic students who were selected by cluster random sampling and were divided into three groups so that 15 of them were treated with neuropsychological methods, 15 of them with Davis method and there was no intervention on the rest of them. The research tools included reading disorder diagnosis test DSM-5, teacher-made reading performance test, and Raven's intelligence test for children. Neuropsychological interventions and Davis method interventions were conducted for each experimental group within 16 sessions each lasted 40 minutes. The data were analyzed by SPSS software, multivariate covariance analysis and Tukey's follow-up test. The results showed that there was a significant difference between the post-test average scores of experimental groups and the control group in the reading test (p neuropsychological interventions can improve academic performance of children with reading learning disabilities (Dyslexia).