Document Type : Research Paper

Authors

• Shahram Vahedi ¹
• amir yekanizad ²
• Nadiyeh Arjmandi ³

¹ Professor, Department of Educational Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

² Ph.D Student, Department of Educational Psychology, Faculty of Education and Psychology,University of Tabriz, Tabriz, Iran.

³ Ph.D Student, Department of Educational Psychology, Faculty of Education and Psychology,University of Sistan and Baluchestan, Sistan and Baluchestan, Iran .

Abstract

This study aimed to investigate the effectiveness of Fernald multisensory training on memory amplification and information recall in students with dyslexia. The research method of the present study was quasi-experimental with a pre-test and post-test design, with an experimental and control group and a 3-month follow-up period. The statistical population of this study consisted of all second to sixth grade elementary students with dyslexia who attended learning disability centers in Zahedan during the 2023-2024 academic year. A total of 46 students from this population were selected through convenience sampling and randomly assigned to two groups: 24 students in the experimental group and 22 students in the control group. The data collection tools included the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) and the California Verbal Learning Test for Version Children (CVLT-C). All participants completed these assessments during the pretest phase. The Fernald multisensory instructional intervention program (1921) was taught to the experimental group over 15 sessions, with two sessions per week, each lasting 45 minutes. In the end, post-tests and follow-up assessments were conducted for both the experimental and control groups. Data were analyzed using repeated measures variance.

Keywords

• Dyslexia
• Fernald Multisensory Training
• Memory Amplification
• Information Recall