Effectiveness of Direct Instruction of Phonolical Awareness on Fluency and Executive Functions on Students with Dyslexia disorder (Case Study)

Due to the fact that dyslexic children have more difficulty in reading and executive functions than children who are average or above average readers, so the purpose of this study is Effectiveness of Direct Instruction of Phonolical Awareness on Fluency and Executive Functions on Students with Dyslexia disorder.

In this applied research, a single-subject research design and a multi-baseline design with different subjects were used.  The statistical population studied in this study included all students with reading disorders in the second grade of elementary school who referred to Tonekabon Health Learning Disorders Center in the academic year of 2009-2010.  The sample includes 3 students with reading disabilities who are selected by available means who were studying in different schools.  First, WISC-IV children’s Wechsler test, reading and dyslexia test (façade), Strop test, Researcher-made comprehension test were completed. The sessions were conducted by the researcher, after the end of the fifteenth session, and 1 month later (in order to evaluate the sustainability of the effectiveness of the educational program) The questionnaires were completed again by the children of both groups.

The results of the research showed that the phonological awareness direct training program increased the subjects' reading skills, but it did not have a significant effect on the executive functions.

The phonological awareness direct training program is a suitable intervention method to improve fluency and executive functions, so this program can be used to improve the health of dyslexic students.