Effect of Individual Education Methods on the Self-esteem, Academic Motivation and Reading Performance of Dyslexic Elementary Students

The aim of this study was to investigate the effect of individual education methods (mastery learning and private education) on the self-esteem, motivation, education and reading performance of dyslexic elementary students.

The research method was quasi-experimental and was a pre-test-post-test design with two experimental groups and one control group. The statistical population consists of all fourth and fifth grade students with special learning disabilities of the reading type. Thirty two people were selected by purposive sampling method. After completing the Cooper-Smith Self-Esteem Questionnaire (SEI), the revised Wechsler Intelligence Scale, the Reading and Dyslexia Test, and the Hermans Academic Motivation Questionnaire, the participants were randomly divided into two experimental groups and one control group (16 people per group). Educational intervention was presented to the experimental groups in 8 sessions for one month and the control group did not receive any intervention. Data were analyzed using analysis of covariance and SPSS software (ver. 26).

The results showed that students who received individual training had higher scores on academic motivation, self-esteem and reading performance compared to the control group.

According to the research results, individual education methods had a positive effect on academic motivation, self-esteem and reading performance of students with dyslexia. Therefore, individual education methods can be used as an effective educational program to solve the problems of these students in primary schools.