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Volume 24, Issue 154 (12-2025)
Journal of Psychological Science 2025, 24(154): 297-314 |
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Karami S, Talepasand S. (2025). Effect of the Davis Corrective and Remedial Method on Reading Comprehension in Students with Dyslexia. Journal of Psychological Science. 24(154), 297-314.
URL: http://psychologicalscience.ir/article-1-2830-en.html
URL: http://psychologicalscience.ir/article-1-2830-en.html
Department of Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. , stalepasand@semnan.ac.ir
Abstract: (71 Views)
Background: Dyslexia can be defined as a reading learning disability. Reading comprehension difficulties in these students often lead to greater frustration and anxiety in school, less enjoyment in learning compared to their peers, lower motivation for learning, and ultimately poor academic performance.
Aims: The present study aimed to examine the effect of the Davis corrective and remedial method on the reading comprehension of students with reading disorders.
Methods: A pre-test–post-test design with a control group and a four-month follow-up was used. The statistical population included students referred to the Mobin Learning Disabilities Center in the Tabadkan district of Mashhad over a period of two and a half months. The participants were 32 elementary school students (second level) with learning disabilities, selected through voluntary participation. They were randomly assigned to an experimental group (n = 16) and a control group (n = 16). The Davis corrective and remedial intervention was administered to the experimental group in ten two-hour sessions. Participants completed the Reading Comprehension Questionnaire (Shirazi & Nilipour, 2004) before and after the intervention, as well as at the end of a four-month follow-up period. Hypotheses were tested using repeated measures ANOVA.
Results: The findings indicated that the Davis method had a significant effect on reading comprehension in students with reading disorders (ƞ² = 0.579). The use of the Davis corrective and remedial method improved reading comprehension.
Conclusion: Based on the obtained results, it can be concluded that the Davis corrective and remedial method enhanced the reading comprehension abilities of students with dyslexia. It is recommended that psychological interventions such as the Davis method be considered for students with dyslexia
Aims: The present study aimed to examine the effect of the Davis corrective and remedial method on the reading comprehension of students with reading disorders.
Methods: A pre-test–post-test design with a control group and a four-month follow-up was used. The statistical population included students referred to the Mobin Learning Disabilities Center in the Tabadkan district of Mashhad over a period of two and a half months. The participants were 32 elementary school students (second level) with learning disabilities, selected through voluntary participation. They were randomly assigned to an experimental group (n = 16) and a control group (n = 16). The Davis corrective and remedial intervention was administered to the experimental group in ten two-hour sessions. Participants completed the Reading Comprehension Questionnaire (Shirazi & Nilipour, 2004) before and after the intervention, as well as at the end of a four-month follow-up period. Hypotheses were tested using repeated measures ANOVA.
Results: The findings indicated that the Davis method had a significant effect on reading comprehension in students with reading disorders (ƞ² = 0.579). The use of the Davis corrective and remedial method improved reading comprehension.
Conclusion: Based on the obtained results, it can be concluded that the Davis corrective and remedial method enhanced the reading comprehension abilities of students with dyslexia. It is recommended that psychological interventions such as the Davis method be considered for students with dyslexia
Type of Study: Research |
Subject:
Special
Received: 2025/01/30 | Accepted: 2025/11/19 | Published: 2025/12/22
Received: 2025/01/30 | Accepted: 2025/11/19 | Published: 2025/12/22
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