The Effectiveness of Neurological Impress Method on Reading Fluency of Students with Learning Disabilities in Amman, Jordan

Ayed H Ziadat,Mohammad Soud A Al-Awan

doi:10.5539/ies.v11n1p165

Abstract

The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite Kingdom of Jordan.Students focused groups in this research were separated into two different groups including the satisfactory controlled group. The participants were taught for one complete semester. Two hypotheses were formulated to guide this research.Statistical analysis to the gathered data revealed that the focused group of students who were trained according to the scheduled strategy to improve students reading ability or became more fluent in reading.Full analyses were applied using the T-test on all available data, indicating that students who were trained according to the scheduled strategy.The study found out that the strategy reduced the reading fluency deficiency in teens with different levels of learning disabilities. Consequently, it was recommended that the strategy can be used to improve reading fluency of students with learning disabilities.

Highlights

Learning disabilities are problems that may affect the brain’s ability to receive, process, analyze, or store information
The results of this research showed that the Neurological Impress Method is a respectable influence instrument that can be applied successfully to instruct reading fluency for students with learning disabilities
This research provided clear evidence that the controlled group students who didn’t receive the Neurological Impress Method and they were not exposed to any intervention showed no improvements

Summary

Introduction

Learning disabilities are problems that may affect the brain’s ability to receive, process, analyze, or store information. These issues make it hard for a student to learn as quickly as someone who isn’t affected by learning disabilities (Oladele, 2013). Many researches indicate that there are a staggering number of disability cases occurring worldwide according to many different reasons. To be able to read is a basic fundamental for a student to succeed in the classroom, despite the fact that reading is a complex process. Students with learning disabilities have problems in comprehending what they read and what they have learned on the long span process without support. That due to the difficulties they may face while they are processing information

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