Effectiveness of targeted reading intervention based on response to intervention on reading function and academic self-efficacy of third grade elementary school students with dyslexia

Aim. The purpose of the present research was to investigate the effectiveness of targeted reading intervention based on response to intervention on reading function and academic self-efficacy of students with dyslexia in Hamedan city. Methods. This research was a quasi-experimental study with pre-test, post-test design and a control group. The study population consisted of third grade elementary school students with dyslexia. Subjects were selected by simple random sampling method, so that 30 students with dyslexia particiapted. Subjects were divided into two groups randomly (experiment and control group), each consisting of 15 students. Experiment group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The tools of present research were Koromi-Nouri & Moradi’s Reading and Dyslexia Test (2005) and McIllroy & Bunting’s Academic Self-efficacy Questionnaire (2001). The data were analyzed by using multivariate analysis of covariance test (MANCOVA). Results. Findings of this research showed that mean scores of reading function and academic self-efficacy in experiment group were significantly increased after intervention in comparison with control group. The targeted reading intervention led to improve the reading function and academic self-efficacy of students with dyslexia. Conclusion. Therefore, paying attention to the variables such as reading function and academic self-efficacy are essential and planning for providing targeted reading intervention based on response to intervention for these students is of particular importance.