The Effectiveness of Using Smart Tools on Improving Reading and Comprehension Disorders in Slow-Paced Children

Document Type : Original Article

Authors

1 PhD Candidate in Linguistics, Islamic Azad University, Ahar Branch, Ahar, Iran.

2 Assistant Professor of English Language Department, Islamic Azad University, Ahar Branch, Iran Islamic Azad University, Ahar Branch, Ahar, Iran.

3 Associate Professor of English Language Department, Islamic Azad University, Ahar Branch, Ahar, Iran.

Abstract

The purpose of this study is to determine the effectiveness of using information technology and smart tools to improve reading comprehension problems in slow-paced children. The method of this study is quasi-experimental and a pretest-posttest was conducted with a control group. The statistical population includes all boys with reading disorders in Marand medical centers, i.e., 64 children. From the target population, 34 boys with reading disorders were selected as the sample. The sample was randomly divided into two groups based on the Wechsler IQ test and the Karami Nouri and Moradi Diagnostic Reading and Dyslexia Test: an experimental group (n=17) and a control group (n=17). At baseline, both groups were assessed with a diagnostic reading test. The experimental group received treatment in intelligent classes in 12 sessions of 90 minutes within one year, while the control group received training only in their classrooms in the schools and did not receive any specific treatment in one of the centers for learning disabilities. At the end of the study, both groups were re-evaluated. The data were analyzed using analysis of covariance. The results show that teaching with intelligent tools improves reading and comprehension problems in slow-paced children. Therefore, the use of information technology can improve reading and comprehension disorders in slow-paced children.

Keywords

References

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Empowering Exceptional Children
Volume 12, Issue 3 - Serial Number 3
February 2022
Pages 83-94

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History

  • Receive Date: 31 March 2021
  • Revise Date: 19 April 2021
  • Accept Date: 03 June 2021

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