Effectiveness of Storytelling on Enhancing Self-Concept and Attitudes towards Reading in Students with Dyslexia

Reading is one of the basic skills required in this era. Obviously, reading disorders can cause many problems for individuals. This study aimed to investigate the effectiveness of storytelling on enhancing self-concept and attitude towards reading in students with dyslexia.
The present study in terms of methodology was a quasi-experimental study with pretest-posttest design with control and experimental groups. The population in this study consisted of all elementary school students with dyslexia in the academic year 2013-2014, of whom 24 students were randomly selected and assigned into two experimental and control groups, randomly. To collect data in the study, intelligence test (Wechsler, 1969), official test of reading and dyslexia (Karami Nouri and Moradi, 2009), reading self-concept questionnaire (Ahluwalia, 1961), and reading attitude questionnaire (Mackena and Kerr, 1990) were employed. Story training program was held in 8 sessions for students in the experimental group; however, the control group received no training in this regard.
The results of ANCOVA for posttest scores of self-concept and attitudes toward reading showed that, removing the pre-test scores effects, the effect of storytelling on post-test scores was significant (p According to the results of this study, it can be concluded that teaching an application such as story-based training as a new creative approach to students with dyslexia can arouse their interest in reading and modify their misconceptions about themselves.