University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 4 3 2015 05 22 Comparison of the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of dyslexia students Comparison of the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of dyslexia students 104 120 281 FA M Narimani Professor of Psychology, University of Mohaghegh Ardabili R Nori .Corresponding Author: Department of Psychology, Ardabil Branch, Islamic .Azad University, Ardabil, A Abolghasemi Professor of Psychology, University of Mohaghegh Ardabili Journal Article 2015 06 02 <span style="font-family: Times New Roman;"><span style="font-size: medium;">This study compared the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students.</span><span style="font-size: medium;">  </span><span style="font-size: medium;">This study enjoyed an experimental design with pretest, posttest and a control group. The study included all students in second through fifth grade including boys and girls who attended dyslexic learning center in 2011-2012 educational year in Ardabil. The sample consisted of 45 dyslexic students who were selected through available sampling and were assigned to two experimental and a control group. To collect data, Wechsler Intelligence Revised Scale for children and a reading impairment test were used. Multivariate covariance (MANOVA) was used to analyze the data. The findings indicated that compared with the control group phonological awareness strategies and Fernald multi-sensory groups were effective on the improvement of reading skills and comprehension of students with dyslexia. MANCOVA results also showed a significant improvement in reading comprehension and phonological awareness groups compared to the Frnald multi-sensory during the training sessions. Thus, considering the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students is of particular importance.</span></span> <span style="font-family: Times New Roman;"><span style="font-size: medium;">This study compared the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students.</span><span style="font-size: medium;">  </span><span style="font-size: medium;">This study enjoyed an experimental design with pretest, posttest and a control group. The study included all students in second through fifth grade including boys and girls who attended dyslexic learning center in 2011-2012 educational year in Ardabil. The sample consisted of 45 dyslexic students who were selected through available sampling and were assigned to two experimental and a control group. To collect data, Wechsler Intelligence Revised Scale for children and a reading impairment test were used. Multivariate covariance (MANOVA) was used to analyze the data. The findings indicated that compared with the control group phonological awareness strategies and Fernald multi-sensory groups were effective on the improvement of reading skills and comprehension of students with dyslexia. MANCOVA results also showed a significant improvement in reading comprehension and phonological awareness groups compared to the Frnald multi-sensory during the training sessions. Thus, considering the effectiveness of phonological awareness strategies and Fernald multi-sensory to improve reading skill and comprehension of Dyslexia students is of particular importance.</span></span> https://jld.uma.ac.ir/article_281_58d3f107f5ebfb623d03093a18708d3a.pdf