Abstract
This study assesses the effectiveness of locally developed computer-assisted reading materials in improving the reading skills of dyslexic students in Pakistan. The Learning Disabilities Checklist screened dyslexia among all grade VI students in a mainstream school. Fifteen students were purposefully selected as the study sample, based on their screening scores ranging from 70% to 100%. The Cognitive Theory of Multimedia Learning served as the theoretical framework for this study. A one-group pre-post research design was employed, where the students underwent a six-week treatment. Pretest and post-test scores were collected to gather quantitative data. Various statistical tests were conducted using SPSS for data analysis. The findings reveal that the developed materials effectively enhanced the reading skills of dyslexic students in mainstream schools in Pakistan.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Communications and Linguistic Studies
KEYWORDS
English language teaching, Computer Assisted Language Learning, Computer Assisted Reading
