The Effectiveness of Storytelling method on Reading Performance of Students with Dyslexia in third grade primary school boys in Isfahan

Dyslexia is the most common learning disability. The etiology of dyslexia has been studied from various aspects. Researchers suggest storytelling is related to success in reading, writing and academic achievements. So, this study was performed to evaluate the effectiveness of Storytelling method on reading performance of students with dyslexia in third grade boys.
The research was an experimental study with pre-test - post-test and control group. Selected by multi-stage cluster sampling, 30 grade school boys studying in the academic year 2013 participated in the study. The students were divided randomly in two groups of 15 (an experimental group and a control group). Participants in the experimental group received 10 sessions of Storytelling training individually, while the control group did not receive these sessions. Dyslexia Symptom Index (Bazrafshan, 1997), Reading and Dyslexia Test (Kormi-nouri and Moradi, 2005), Wechsler intelligence scale for children version IV and clinical interview were used to collect the data. The collected data were analyzed by multivariate analysis of covariance using SPSS version 18.
Findings showed Storytelling method is effective on reading performance of dyslexic students (p=0.001). Storytelling method also was found to be effective on the areas of reading words (p=0.015), understanding the text (p=0.001), understanding the words (p=0.001) and signs of the words (p=0.011), while it is not effective on the area of reading words without any meaning.
Based on the findings of this study it seem that teaching Storytelling method is an effective way to improve the reading performance and different areas of reading in students with dyslexia and can improve different areas of student's reading with this method. Therefore, teachers and therapists can use Storytelling method as an effective way for students with dyslexia.