Effect of the Davis training method on self-concept children with dyslexia

This study was carried out to investigate the effectiveness of Davis Dyslexia Correction method on reading performance of third grade male dyslexic elementary students. Twenty dyslexic students were selected through multistage random sampling and randomly assigned to experimental and control group. Instruments include Reading and Dyslexia Test, Wechsler’s Intelligence Scale for Children, and Dyslexic Children Recognition Checklist and Concept Scale. Davis method was used in 16 sessions half-hour individual on all experimental groups. After the intervention, Reading and Dyslexia Test were administered on both experimental and control groups. Data was analyzed using descriptive statistics, co-variance by SPSS 15. Result showed that Davis method was effective on self-concept of dyslexic children and there was a significant difference among the post-test scores of experimental and control groups. Results showed that through Davis intervention method, educational, athletic, and social self-concept increased. Dyslexic students require an appropriate training program to solve their reading and educational problems. Educational problems of these students have negative effects on their non-academic and self-concept. Therefore, alleviating their educational problems has a positive effect of their self-concept.