Home About us Editorial board Search Browse articles Submit article Instructions Contacts Login 
Users Online: 682
Home Print this page Email this page

 

ORIGINAL ARTICLE
Year : 2019  |  Volume : 8  |  Issue : 1  |  Page : 167

The effectiveness of an intervention program -barton intervention program- on reading fluency of Iranian students with dyslexia


1 Department of Psycholinguistics, School of Medicine, Ilam University of Medical Sciences, Ilam, IR, Iran
2 Department of Surgery, Emam Khomini Hospital, Ilam University of Medical Sciences, Ilam, IR, Iran
3 Department of Psychology, Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, IR, Iran
4 Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, IR, Iran
5 Department of Psychology , Mostafa Khomini Hospital, Ilam University of Medical Sciences, Ilam, IR, Iran

Correspondence Address:
Mr. Sehat Aibod
Psychosocial Injuries Research Center, Ilam University of Medical Sciences, P. O. Box: 69391.77143, Ilam, IR
Iran
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jehp.jehp_28_19

Rights and Permissions

BACKGROUND: Difficulty with reading fluency has been increasingly acknowledged as a significant aspect of reading disabilities which is called dyslexia. To investigate this important issue, this research aims to examine the impact of an intervention program on reading fluency of dyslexic students. MATERIALS AND METHODS: The research is an experimental one. The population of the study included all the second- and third-grade male and female students in the city of Ilam, Iran, among whom 68 students were recognized to be dyslexic using a screening inventory reading test (IRT) developed by Shafiei et al., in 2009, they were selected using purposeful sampling method. The students were equally divided and assigned into a control and an experimental group. The experimental group received the Barton intervention program for 10 weeks. The reading fluency test was administered for the measurement of reading fluency in pre- and post-tests. Data were analyzed using descriptive statistics (mean and standard deviation) and paired t-test. RESULTS: The analysis of the finding through t-test found a statistically significant difference between the control and experimental groups after the intervention program at P < 0.01. CONCLUSIONS: The results revealed that the students who received the intervention program of the experimental group were improved in terms of their reading fluency.


[FULL TEXT] [PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed44    
    Printed0    
    Emailed0    
    PDF Downloaded8    
    Comments [Add]    

Recommend this journal