Effectiveness of Targeted Reading Intervention Based on Response to Intervention on Reading Function and Academic Self-efficacy of Third Grade Elementary School Students with Dyslexia

Abstract

Background and Objectives: The aim of this study was to determine the effectiveness of purposeful reading intervention based on response to the intervention on the academic attitudes of dyslexic students in Hamadan. Materials and Methods: This research was a quasi-experimental study by pre-test, post-test design with control group. The study population included of third grade elementary school students with dyslexia. Subjects were selected by simple randomly sampling method. In this study were participated 30 students with dyslexia. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 students. Experimental group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The instrument of present research was and Akbary Academic Attitude Survey (2004). The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test. Results: The results of multivariate analysis of covariance showed that in the post-intervention stage, the mean scores of academic attitude of the experimental group after the intervention was significantly higher than the control group. Conclusions: The purposeful reading intervention training program improved the academic attitudes of dyslexic students.