Investigating the Effectiveness of linguistic Play based on Phonological Skills on Improvement of Reading Skills of Orphans and Vulnerable Children with Specific Reading Disorder

From a linguistic perspective, reading is a written receptive language that has two components: Decoding and Comprehension. Orphans and Vulnerable Children are at risk of reading disorders due to poor linguistic deprivation and exposure to low-stimulation environments. So, the purpose of this study was to evaluate the effectiveness of linguistic Play based on phonological skills enrichment on reading skills of orphans and vulnerable children with Specific Reading Disorder.

Two boy students with a specific reading disorder, in the first and second grade of elementary school from Sixth District in Mashhad Department of Education, were selected. The research method was a single subject with baseline/intervention/follow-up. To diagnose the Specific Reading Disorder (SLD), the Nilipour and Sima-Shirazi Diagnostic Reading Test along with a clinical-educational examination were done. To examine the normal IQ, the Revised Wechsler Intelligence Scale for Children-Revised (WISC-R) was used. In conditions of intervention, the subjects were trained in 10 sessions for 60 minutes.

The results showed that linguistic play therapy based on the enrichment of phonological skills had a positive impact in improving the reading skills of subjects and this learning has remained stable over time.

According to the findings of this study, linguistic play therapy based on enriching phonological skills increases reading skills by reducing the reading errors of Orphans and Vulnerable Students.