Investigating the dyslexia of primary school students and presenting educational strategies by combined method

Dyslexia is the most common type of learning disability among students, especially elementary students. Dyslexia includes problems and inability to read, write and spell words. Therefore, the aim of this study was to determine the frequency of dyslexia in elementary school students and to provide educational strategies to correct students› dyslexia.

The research was conducted by mixed method (quantitative and qualitative). The statistical population included two groups of teachers and primary school students in 2017-2018 in Dezful. 93 and 115 teachers who had students dyslexic problems were purposefully studied. 93 elementary school students were identified. The number of teachers in the process of identifying students› reading problems was 115. Data was collected through a questionnaire by Karami and Nouri and Moradi (2005) dyslexia. The number of experienced teachers and professors to provide educational strategies was 21.

The findings of the quantitative part of the research showed that the rate of dyslexia of students in the first elementary school of Dezful was high with 84.3%. Deprived schools with a high rate of 90% had the highest level of dyslexia. Also, the highest rate of dyslexia with 89.7% in high level was related to second grade elementary students. The result of qualitative research results was more than 160 educational strategies. The main concepts of educational strategies included play therapy, music therapy, integrated curriculum, individual education, reminders, clinical methods, strengthening cognitive and metacognitive processes, information and communication technology, textbook correction, collaborative learning, strengthening hand muscles, attractiveness of homework.

The results of a quantity study indicated a high rate of dyslexia in first grade students of Dezful, especially in deprived areas. Based on the research findings of elementary teachers, to prevent dyslexia and motivate students with dyslexia and correct dyslexia, use art-based education, natural education according to local and climatic conditions, e-learning, individual education and participatory learning. The practical solutions of this research should be presented in the form of a circular to the elementary schools for beginning teachers and other interested teachers. The findings of this study should be used in reading disorder centers.