Abstract
AIM: The aim of this study was to investigate the effect of the Edmark Training Program on phonological awareness skill in the dyslexic students studying in the third-grade primary school. METHODS: The research design is experimental and with pretest-posttest and control groups. Accordingly, using the stratified random sampling method, from among dyslexic students of the third-grade primary schools in Mobarakeh Township in 2014–2015, 30 students were selected regarding assigned inclusion criteria and then they randomly divided into two groups: Experimental and control. To collect data, the dyslexic test developed by Kormi Nouri and Moradi was used. The validity and reliability of the test were confirmed. The collected data were analyzed using ANCOVA and employing SPSS version 21. RESULTS: The results of the research indicated that there is significant difference between the performance of the control and experimental groups in the posttest stage (P CONCLUSION: Therefore, it can be concluded that the Edmark Reading Program is positively effective on dyslexic students' phonological awareness and this program causes the improvement in their phonological awareness skill.
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