The Effect of Brainstorming Method on Reducing Reading Learning Disorder in Elementary School Students of Hamedan City

The present study was conducted with the aim of investigating the effect of brainstorming teaching method on reducing reading learning disorder in elementary school students of Hamadan city. The present study was a cross-sectional study in terms of practical purpose, a cross-sectional study in terms of time, a quantitative data type, and a semi-experimental one in terms of research method, with a pre-test-post-test design with a control group. The statistical population of the study consisted of all the students with learning disabilities of the reading type, in the primary level, who had referred to the learning disabilities center in Hamedan city in the academic year of 2001-2001. From the aforementioned statistical population, 30 people were selected by available sampling method and were randomly divided into two experimental and control groups, then the experimental group underwent 8 training sessions (two sessions in one week) for 45 minutes. brainstorming training, but the intervention was not implemented for the control group. Then, both groups were given a post-test using the mentioned questionnaire. The research tools include the brainstorming program based on Le Francois (1991) brainstorming protocol and Shirazi and Nilipour's reading disorder test (2013), in order to analyze the data and examine research hypotheses from multivariate and univariate covariance analysis. used. The results showed that the effects of brainstorming teaching on reading comprehension are significant and the effects of brainstorming teaching do not affect reading speed and reading accuracy. The brainstorming teaching method could not create a significant difference between the experimental and control groups in the components of reading speed and correctness of the material.