University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 7 2 2018 02 20 The influence of the use of music on improving reading and writing performance of students with learning disabilities The influence of the use of music on improving reading and writing performance of students with learning disabilities 40 54 614 10.22098/jld.2018.614 FA T Seydanlo Department of Educational sciences, Bandargaz branch, Islamic Azad University, bandargaz ,Iran. M Bagherpur Corresponding Author: Assistant Professor, Department of Educational sciences, Bandargaz branch, Islamic Azad University, bandargaz, Iran Journal Article 2018 03 14 The purpose of this study was to investigate the effect of using music in improving the reading and writing skills of students with learning disabilities. The research methodology was a quasi-experimental approach with the pre-test-post-test method with the control group. To this end, 30 people were selected by simple random sampling method. The research tool included Fallah Chi Writing Disorder Test and Stanford Binet Reading Disability Test. The music use program (song and instrumental music) was provided to the students in 11 sessions (45 minutes) for five consecutive weeks. The control group received no intervention. The data obtained were analyzed using the covariance test. The findings suggested that the use of music use has a positive and significant impact on improving the reading performance of students with learning disabilities. Also, the music use indicated a positive and significant effect on improving the writing performance of students with learning disabilities. As a result, music usage is effective in improving the reading and writing skills of students with learning disabilities. The purpose of this study was to investigate the effect of using music in improving the reading and writing skills of students with learning disabilities. The research methodology was a quasi-experimental approach with the pre-test-post-test method with the control group. To this end, 30 people were selected by simple random sampling method. The research tool included Fallah Chi Writing Disorder Test and Stanford Binet Reading Disability Test. The music use program (song and instrumental music) was provided to the students in 11 sessions (45 minutes) for five consecutive weeks. The control group received no intervention. The data obtained were analyzed using the covariance test. The findings suggested that the use of music use has a positive and significant impact on improving the reading performance of students with learning disabilities. Also, the music use indicated a positive and significant effect on improving the writing performance of students with learning disabilities. As a result, music usage is effective in improving the reading and writing skills of students with learning disabilities. https://jld.uma.ac.ir/article_614_e736b0ffb3c5b551d6c12ef0db52a8cd.pdf