The Effectiveness of Self-Reinforcement on the Improving Reading Performance of Student with Dyslexia

The purpose of this study was to compare and determine the effectiveness of self- reinforcing strategy to improve the reading performance of children with Dyslexia. The study followed a quasi-experimental design (pretest/posttest with a control group). Thirty subjects randomly selected from 3rd and 4th grade elementary male and female students with Dyslexia in Tabriz were assigned to an experimental and a control groups. Data collection tools were Wechsler intelligence test, view test, and checklists for reading problems. Experimental group participated in 8 sessions during 4 weeks and were exposed to self-reinforcement therapy intervention. The data were analyzed by Covariance Analysis. The results showed a significant effect in the remission of vocal removal disorder (P>0.001) with effect size of 0.98 and in the improvement of word chain disorder (P>0.001) with effect size of 0.95 in the experimental group compared with the control group.