Comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the reading skills of dyslexic students

The present study was conducted with the aim of comparing the effectiveness of education based on multiple intelligences and phonological awareness and the combination of these two methods on improving the reading skills of dyslexic students. The research method is an experimental type with a multi-group pre-test and post-test design with a control group. The statistical population of the research included students with dyslexia in Ardabil city in the academic year of 2016-2017 (N=112). The sampling method was readily available, and using this method, 64 people were selected and divided into three experimental groups of 16 people and a control group. The first experimental group had ten sessions of phonological awareness training, the second experiment had eleven sessions of training based on multiple intelligences, and the third group had twenty sessions combining the two methods and the control group had their normal daily schedule. To collect data, Raven's progressive matrices test and dyslexia test were used. Analysis of variance test was used to analyze the research data, and SPSS statistical software was used for this purpose. The results showed that the training based on phonological awareness and multiple intelligences and the combination of the two methods has significantly improved the reading skills of the experimental groups (P<0.05). Also, the results showed that the combined training of phonological awareness and multiple intelligences had a greater effect on the average reading skill scores of dyslexics (P<0.05). based on the results obtained, it is recommended to psychologists to use training based on cognitive awareness and multiple intelligences in order to help improve the reading skills of children with dyslexia.