Examining the Effectiveness of the Scaffolding Teaching Method on Semantic and Visual Dyslexia in Students with Learning Disabilities

Abstract

This study aimed to compare the effectiveness of the scaffolding teaching method on semantic dyslexia and visual dyslexia in students with learning disabilities in Tehran. The research employed a quasi-experimental design with a pretest-posttest-follow-up structure and a control group. The statistical population included all second and third-grade elementary students with learning disabilities in Tehran who were enrolled in supervised educational centers, totaling 400 students. The sampling method used in this study was purposive. In experimental designs, a sample size of 15 participants per group is recommended. Accordingly, 30 students with dyslexia were selected, and they were randomly assigned to two groups: 15 students in the scaffolding teaching method group and 15 students in the control group. The research instrument was the Badyian Reading Test (1996). For inferential statistical analysis, repeated measures analysis of variance (ANOVA) was used to analyze the data. The findings indicated that the scaffolding teaching method was effective in improving semantic dyslexia and visual dyslexia in students with learning disabilities in Tehran (p < .001). Expanding the use of this method in schools may help improve dyslexia in students.