Effect of computer-based multisensory program on English reading skills of students with Dyslexia and reading difficulties

Gharaibeh, Mahmoud; Dukmak, Samir

doi:10.1080/21622965.2021.1898395

Cited by 6 publications

(6 citation statements)

References 82 publications

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“…The results of the present study are consistent with previous research finding. These include Gharaibeh and Dukmak(2021), Srivastava (2019) andMora(2018). They confirmed that the multisensory approach helped improve the 2019) that proved the positive effect of the multisensory approach on developing the pupils' reading skills.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

Yasmeen Awad Abdelhafez Matter: Using Multisensory Approach to Develop Primary Stage Pupils' Reading Comprehension

2022

مجلة التربیة فی القرن 21 للدراسات التربویة والنفسیة

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The current study aimed at developing EFL third grade pupils' reading comprehension skills (literal -inferentialcritical) via using the multisensory approach. A group of sixty-four third year primary pupils from Ezbet Abo Atts primary school participated in the study during the academic year 2021-2022. They were divided into two groups: an experimental group (No=32) and a control group (N= 32). The experimental group pupils were taught using the multisensory approach, while the control group pupils received regular instruction. The Instruments and materials of the study consisted of an EFL reading comprehension skills checklist, an EFL reading comprehension skills test and a teacher's guide. The participants were pre-post tested using the reading skills test. After treating data statistically, the findings revealed that using the multisensory approach was effective in developing EFL third grade pupils' reading comprehension skills. It is recommended that the multisensory approach be used in EFL classes in general and the reading class in particular.

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Section: Discussion Of the Resultsmentioning

confidence: 99%

Yasmeen Awad Abdelhafez Matter: Using Multisensory Approach to Develop Primary Stage Pupils' Reading Comprehension

2022

مجلة التربیة فی القرن 21 للدراسات التربویة والنفسیة

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“…Reading and writing are multi-sensory activities, meaning that the student uses his different senses during the learning process, as he looks at and recognizes linguistic symbols, pronounces the sounds that express them, and then uses different language skills to obtain meaning (Mahmoud & Samir, 2021). A person has five sensory channels that he uses to receive and perceive information received from the external environment surrounding him (hearing, smell, taste, sight, touch).…”

Section: The Orton-gillingham Methodsmentioning

confidence: 99%

Using Online Orton-Gillingham Lessons to Teach Reading Comprehension and Word Recognition to Preschool Children at Risk for Dyslexia

Hussien

2023

Psycholing.

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Purpose. The purpose of this study was to gain insight into the potential effects of online Orton-Gillingham-based instruction on improving some reading skills among children identified at risk for dyslexia. Methods. This study employed a quantitative approach using a quasi-experimental, pre-test and post-test and follow up design to investigate the effects of Orton-Gillingham-based instruction on reading comprehension and word recognition among preschool children at risk for dyslexia. Sixty children were chosen. Children received 3 training sessions a week, lasting between 40 and 45 min: (10) minutes for auditory training, (15) minutes for visual training, (10) for motor training and (10) minutes for pairing training. Results. The results indicated that using Orton-Gillingham method increased reading comprehension and word recognition among Arabic-speaking children at risk for dyslexia. Conclusion. Online Orton-Gillingham-based instruction was effective in improving some reading skills among children identified at risk for dyslexia. It is recommended that this method to be incorporated in into the curriculum in order to best-teach children at risk for dyslexia and other LDs. Teachers, particularly who are concerned with teaching reading to those type of children should be equipped with adequate knowledge and information about Orton-Gillingham-based instruction.

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“…Studies conducted to improve executive functions by using computer‐based games suit within the vast amount of developmental research on cognitive interventions that were developed to prepare executive function skills (Diamond & Lee, 2011; Zelazo, 2015) including attentional control training in infants (Ballieux et al, 2016; Haiko et al, 2016), inhibition and working memory training in preschool children (Thorell et al, 2009) and cognitive control training in primary school children and adults (Karbach & Kray, 2009; Kray & Ferdinand, 2013). Various studies have examined the efficacy of computer‐based game interventions in treating dyslexia (Franceschini et al, 2013; Gharaibeh & Dukmak, 2022; Khaleghi et al, 2022; Lyytinen et al, 2007), in which most of them focused on 10‐ to 14‐year‐old students (Homer et al, 2017, 2018).…”

Section: Introductionmentioning

confidence: 99%

Computerized Executive Functions Training: The efficacy on reading performance of children with dyslexia

Basharpoor,

Seif,

Daneshvar

2024

Dyslexia

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This study aimed to test the efficacy of a newly developed computer‐based game naming computerized executive functions (CEF) task on the reading ability of children suffering from dyslexia. Forty dyslexic school students from the fourth and fifth grades were randomized to one of the experimental and control groups. Subjects of the experimental group received 12 sessions of Computerized Executive Functions Training (CEFT), while subjects of the control group played a neutral computer game throughout the 12 sessions. All participants responded to the Reading and Dyslexia Test (NEMA) as the pre‐ and post‐test measure. Results revealed a significant improvement in the reading ability of subjects of the experimental group compared to the control group. Subjects of the experimental group indicated a greater improvement in some components of the NEMA scale including word reading, word chains reading, picture naming, text comprehension, word comprehension and letter fluency relative to the control group. CEFT had no significant effect in modifying the category fluency, phoneme elimination and rhyming components of the NEMA scale. Applying CEFT improves the reading performance of children with dyslexia by enforcing their cognitive abilities like working memory, inhibition control and cognitive flexibility which are necessary for normal reading ability.

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Effect of computer-based multisensory program on English reading skills of students with Dyslexia and reading difficulties

Cited by 6 publications

References 82 publications

Yasmeen Awad Abdelhafez Matter: Using Multisensory Approach to Develop Primary Stage Pupils' Reading Comprehension

Yasmeen Awad Abdelhafez Matter: Using Multisensory Approach to Develop Primary Stage Pupils' Reading Comprehension

Using Online Orton-Gillingham Lessons to Teach Reading Comprehension and Word Recognition to Preschool Children at Risk for Dyslexia

Computerized Executive Functions Training: The efficacy on reading performance of children with dyslexia

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