Designing a curriculum model based on social skills in students with reading disabilities

The present research was conducted with the aim of designing a curriculum model based on social skills for students with reading disabilities.

The current research is a qualitative research. In formulating the model, the statistical population of this research included all valid scientific articles in the field of reading disability, which were identified based on the criteria for the inclusion of scientific articles and finally based on the criteria for the exclusion of research articles for the final analysis, according to a regular search in databases. be. A worksheet designed by the researcher was used to collect, report and record primary research information. The analysis of the findings was done using the seven-step synthesis research model of Marsh (1991) and open and axial coding methods. The statistical population of this research included all the valid scientific articles in the field of social skills, which were identified based on the entry criteria, according to the regular search in the databases, and finally, based on the exit criteria, 52 research studies were selected for the final analysis. Qualitative analysis was used to analyze the data obtained from synthesis research. In the qualitative analysis, the categories were determined, the types of connections between the categories, reducing and simplifying the text, discovering the relationship between concepts and categories, coding the connections, drawing the results and drawing conclusions were discussed. To determine the validity of the developed model, the formula of the content validity ratio and the value determined in the Lavshe table based on the number of participants in the test were used.

In the present study, a curriculum model based on social skills was developed for students with reading disorders. This model includes 12 social skills. In teaching each skill, 6 major goals were defined that the students had to achieve.

The results of the research indicated the desirable pattern of the curriculum based on social skills in students with reading disabilities with a validity rate of 0.87.