The Effect of a Multidimensional Intervention Program (Sensory-Motor Integration Training for Child and Parent) on Reading Attitudes and Performance of Students with Dyslexia

Reading attitudes and performance of students with dyslexia can play a focal role in their success or failure in academic performance. Therefore, the present study was conducted to investigate the effect of a multidimensional intervention program (Sensory-Motor Integration Training for Child and Parent) on reading attitudes and performance of students with dyslexia.

The study was designed as a quasi-experimental pre-test-post-test study with a control group. The population includes students with dyslexia referred to educational and rehabilitation centers of specific learning disabilities in Rasht city in the 2019-20 academic year. A sample of 40 participants was selected by the convenience sampling method. They were randomly assigned to the experimental and control groups. The instruments of the study included the 4th edition of the Wechsler Children's Intelligence Scale (2003), the Reading Attitude Scale (Mckenna and Kear, 1990), and the Reading and Dyslexia Test (Kormi Nouri and Moradi, 2005). The multidimensional intervention program was performed in eight 60-minutes-sessions only for the experimental group, and the control group received only their routine training centers.

The results of the analysis of covariance showed that the training program of sensory-motor integration for children and parents has a significant effect on the reading attitudes and performance of students with dyslexia (P<0/01).

According to the results of the present study on the effectiveness of the sensory-motor integration program with mother-child interaction، the mother-child interactive test based on this method can be used as a suitable option in designing psychological and educational programs for children with dyslexia.