Salar Faramarzi; Adel Mohamadzade
Abstract
The purpose of this study was to investigate the effectiveness of targeted reading intervention (TRI) on comprehension in students with specific learning disability (SLD). The design of study was quasi experimental pre-test/post-test with control group. The statistical population consisted of all male ...
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The purpose of this study was to investigate the effectiveness of targeted reading intervention (TRI) on comprehension in students with specific learning disability (SLD). The design of study was quasi experimental pre-test/post-test with control group. The statistical population consisted of all male students with SLD at grade 3 at schools of Dorche city in 2016. The sample included 30 students that were selected by Simple Random Sampling and then assigned into two groups of 15 people (experimental group and control group). The experimental group parents received the targeted reading intervention (Sisson and Sisson, 2014) for 12 sessions and 3 sessions in per week. At this time, the control group didn’t receive any intervention. The data was collected by the NAMA reading and dyslexia test (korminori and Moradi, 2005) and MANCOVA was analyzed. The results showed that TRI was efficient on comprehension was significant with α=0.05 level. Therefore, the targeted reading intervention can be suggested to increase comprehension skills of students with SLD.
Abstract
This study aimed to develop a Response-to-Intervention (RtI) program in order to enhance spelling skill and to examine its effectiveness for third-grade students with spelling problems. The study was conducted in two stages including program development and utilizing evaluation a single-system design ...
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This study aimed to develop a Response-to-Intervention (RtI) program in order to enhance spelling skill and to examine its effectiveness for third-grade students with spelling problems. The study was conducted in two stages including program development and utilizing evaluation a single-system design (AB). The study population consisted of third-grade students from the city of Karaj in the school year of 2015-216. Twenty students were selected as the sample using targeted sampling method. These students were incorporated in a three-tiered intervention based on response-to-intervention model (first tier included groups of five in nine 30-minute sessions, second tier consisting of groups of three in nine 45-minute sessions and the third tier including 12 individual one-hour sessions) and were trained for the developed program which was tailored for response-to-intervention model using direct instruction method. Measuring tools were the spelling test of Rezaei & Karimi (2013). According to the results of ICC, the developed program’s validity is 0.36, which is a good validity for implementation considering that P