Computer-Assisted Multisensory Reading Intervention in Children with Dyslexia

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dc.contributor.authorEryilmaz, Ramazan
dc.contributor.authorBalci, Emine
dc.date.accessioned2026-01-24T12:26:44Z
dc.date.available2026-01-24T12:26:44Z
dc.date.issued2025
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractChildren diagnosed with dyslexia have been found to encounter significant challenges in reading skills compared to their peers. Existing literature examining dyslexia in children has sought to elucidate the cognitive model of reading as a skill and the development of reading abilities concerning typical readers of comparable age. This study aims to examine the effects of computer-based multisensory reading training on the reading performance of students with dyslexia. To achieve this, a six-week intervention program was implemented, during which dyslexic students participated in multisensory reading activities three days a week. The primary focus of the research was to compare several key reading-related skills between students with dyslexia and their non-dyslexic peers. These skills included rapid automatized naming, the ability to read both meaningful and non-meaningful words, reading speed, reading comprehension, mechanical reading, and phonological awareness. The performance of dyslexic children (n = 170) and non-dyslexic children (n = 170) was assessed based on their scores in their native language. All participants were in grades 1 to 4 of elementary school, with groups matched for grade level, age, and gender. This study reveals partial differences in rapid automatized naming and significant differences in phonological awareness between dyslexic and typically developing children. Dyslexic students demonstrated improvement in word reading, particularly with both meaningful and meaningless words. However, a significant gap in reading comprehension was found, with typically developing students outperforming their dyslexic peers. Additionally, the study highlighted differences in reading speed, with typically developing students typically reading faster than dyslexic students.
dc.identifier.doi10.52291/ijse.2025.40.10
dc.identifier.endpage133
dc.identifier.issn0827-3383
dc.identifier.issue1
dc.identifier.scopus2-s2.0-105010436335
dc.identifier.scopusqualityQ3
dc.identifier.startpage118
dc.identifier.urihttps://doi.org/10.52291/ijse.2025.40.10
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4892
dc.identifier.volume40
dc.identifier.wosWOS:001530259300010
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSped Sp Zoo
dc.relation.ispartofInternational Journal of Special Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260121
dc.subjectLearning Difficulty
dc.subjectReading
dc.subjectDyslexia
dc.subjectMultisensory
dc.subjectComputer-Assisted
dc.titleComputer-Assisted Multisensory Reading Intervention in Children with Dyslexia
dc.typeArticle

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