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Volume 16, Issue 4 (5-2018)                   RBS 2018, 16(4): 528-538 | Back to browse issues page

‎ 10.52547/rbs.16.4.528
‎ 20.1001.1.17352029.1397.16.4.11.3

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Heidari K, Faramarzi S, Abedi A, Ghamarani A, Yarmohamadiyan A. The Effectiveness of Reading Improvement Comprehensive Program on the Success and Academic Resilience of Students with Dyslexia. RBS 2018; 16 (4) :528-538
URL: http://rbs.mui.ac.ir/article-1-633-en.html
The Effectiveness of Reading Improvement Comprehensive Program on the Success and Academic Resilience of Students with Dyslexia
Khodabakhsh Heidari1 , Salar Faramarzi *2 , Ahmad Abedi3 , Amir Ghamarani4 , Ahmad Yarmohamadiyan3
1- PhD Student, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.
2- Associate Professor, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran. , salarfaramarzi@yahoo.com
3- Associate Professor, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.
4- Assistant Professor, Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran.
Abstract:   (2692 Views)

Aim and Background: Dyslexia has many effects on students' psychological status in addition to academic problems. Regarding this issue, the present study aimed to develop a Reading Improvement Comprehensive Program (RICP) and its effectiveness on the academic success and resilience of students with dyslexia.

Methods and Materials: This study was a semi-experimental design with pre-test, post-test and follow-up with unequal control group. For sample selection, 30 students were selected from among dyslexic students in Isfahan who had inclusion criteria and were randomly divided into two groups. The Wechsler Intelligence Scale for Children (WISC), the Dyslexia Comprehensive Diagnostic Test (DCDT), the Academic Success Scale (ASS) and the Academic Resilience Scale (ARS) were used. The RICP for 16 weeks was provided only to students in the experimental group. Statistical calculations were performed using SPSS software.

Findings: The results indicated that the RICP had a significant effect on students' academic success and academic resilience (p= 0.001).

Conclusions: It can be stated that the RICP improves the academic success and resilience of students through consideration of new conceptualizations in the field of dyslexia as well as the expressed emotion by primary caregivers.

Keywords: Comprehensive Program for Reading Improvement (CPIR), Academic Success, Academic Resilience, Dyslexia
Full-Text [PDF 614 kb]   (675 Downloads)    
Type of Study: Research | Subject: General
Received: 2020/02/8 | Accepted: 2020/02/9 | Published: 2020/02/9
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