The comparison of the effectiveness of multi-sensory and perceptual-motor training method in improving reading skills dyslexic students

The purpose of this study was to compare the effectiveness of multi-sensory and perceptual-motor in improving reading skills of students with dyslexia in second grade of elementary school. The research was experimental (two experimental groups and one control group) with pre-test and post-test. The population included all students in second grade of elementary school of Rasht (2013-2014) with dyslexia who referred to the learning problems center. Sixty students were randomly divided into two experimental groups and one control group (20 students of multi-sensory method, 20 students of perceptual method and 20 students as control group). Then Wechsler Intelligence Scale for Children (WISC) and Noma Diagnostic Reading Test were administered on all three groups. Participants of experimental group received multi-sensory training in 16 sessions of 60 minutes. At the end, Diagnostic Reading Test was administered on all three groups and the results were analyzed with SPSS19, ANOVA and Tukey test. Results of multivariate analysis of covariance post-test scores in Diagnostic Reading Test showed significant difference among the groups. The results of analysis of variance and Tukey test showed that multi-sensory training method resulted in improvement in students with dyslexia reading skill compared to perceptual training method (P