Comparison of the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of dyslexia students

This study compared the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students. This study enjoyed an experimental design with pretest، posttest and a control group. The study included all students in second through fifth grade including boys and girls who attended dyslexic learning center in 2011-2012 educational year in Ardabil. The sample consisted of 45 dyslexic students who were selected through available sampling and were assigned to two experimental and a control group. To collect data، Wechsler Intelligence Revised Scale for children and a reading impairment test were used. Multivariate covariance (MANOVA) was used to analyze the data. The findings indicated that compared with the control group phonological awareness strategies and Fernald multi-sensory groups were effective on the improvement of reading skills and comprehension of students with dyslexia. MANCOVA results also showed a significant improvement in reading comprehension and phonological awareness groups compared to the Frnald multi-sensory during the training sessions. Thus، considering the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students is of particular importance.