Comparison of visual emphasis methodsin computer-assisted instruction on reading & phonologicalawareness of dyslexic children

Employing the principle of emphasis in educational messages helps a lot toovercome reading disorders. the aim of This study was comparing visual emphasis methods in computerassisted insruction on reading performance and phonological awareness of dyslexic children.

The method of research was quasi-experimental with a pre-post-test design witha control group. The statistical population includes all 7 to 11-years-old dyslexic students of Malayer, whoreceived services in learning disorders centers. 60 students were selected by random sampling and placedin four groups (3 experimental and 1 control group). The measurement tools were reading and phonologicalawareness tests. The intervention was a researcher-made presentation in the PowerPoint, that presentedwords in three forms: letter by letter and consecutive, with internal emphasis, and with external emphasis.After conducting the pre-test in all groups, the samples in 3 experimental groups received interventionsfor 5 weeks and in total 10 sessions along with other common trainings in centers. Then, post-test wasperformed for all groups and the means were analyzed using the multivariate covariance test.

The results revealed that there was no significant difference between the sequential presentationmethod, internal emphasis, and external emphasis on the reading accuracy of dyslexic children, while therewas a significant difference on their reading speed and comprehension, as well as phonological awareness.

It is recommended to use this method of presentation along with trainings of learning disabilitycenters and to check the effectiveness of this method in presenting sentences.