The Effectiveness of Self-instruction Technique on Improvement of Reading Performance and Reduction of Anxiety in Primary School Students with Dyslexia

摘要

Objective: The purpose of this study was to examine the effect of self-instruction technique on improvement of reading performance and reduction of anxiety symptoms in primary school students with dyslexia in city of Arak in academic year of 1388-89. Method: The sample consisted of 32 primary school students with dyslexia and anxiety symptoms; they were selected via cluster random sampling and then were placed in two equal size groups of 16 in the experimental and control groups. This was an experimental research with pre-test, post-test, and a five month follow up test along with a control group. The experimental group received 12 sessions (each 45minutes) of self-instruction technique. The instruments used in the design were Dyslexia Test, Wechsler Intelligence Scale for Children (WISC-R), and Ratter Behavioural Questionnaire. Results: The covariate analysis showed (p<.0001) that self-instruction technique have significant effect on improvement of reading performance and on reduction of anxiety symptoms in students. The effects endured even after five months at the follow up test.