The effectiveness of an intervention program based on multiple learning systems on reading performance, and increasing interest in reading in dyslexic students

The aim of this study was to determine the effectiveness of an intervention program based on multiple learning systems on improving performance and interest in reading of dyslexic students.

The study employed quasi-experimental study with a pretest-posttest design and a control group. The statistical population of the study included second grade dyslexic students in Maragheh. 30 dyslexic students were selected randomly and were divided in to an Experimental (n = 15) and a control (n = 15) group. The intervention program was performed on the experimental group for 14 sessions of 45 minutes. At the beginning and end of the intervention program, indicators of reading performance improvement, which included reading speed, accuracy and comprehension, were measured. Students' interest in reading, were also measured. Data were analyzed using analysis of covariance.

The Findings shows that there were significant differences between two groups, reading speed (F = 1337.6 = P = 0.00), reading accuracy (F = 491.6 = P = 0.00) and reading comprehension (F = 56.5 = P = 0.00) as well as the rate of improvement. Interest (P = 0.00 / F = 16284).

An intervention program based on multiple learning systems can be effective in improving the reading performance of students with reading disabilities. Therefore, it is recommended that the facilitators and educators of the Special Learning Disabilities Centers use this program to improve learning of Students' with dyslexia.