The Effectiveness of the Intervention Program on Reading Fluency and Reading Motivation of Students with Dyslexia
Bibliographic record
Abstract
The main purpose of this research is to examine the impact of an intervention program on motivation and reading fluency of dyslexic students. The research is an experimental one. The population included fourth and fifth grade male and female dyslexic students in Ilam, Iran. 64 students were randomly selected using simple random sampling method. The students were equally divided and assigned into a control and an experimental group respectively. The experimental group received the Barton intervention program for three months. The Reading Motivation Scale and Reading Fluency Test were administered for the measurement of motivation and reading fluency pre and post tests. The reliability of the reading motivation and reading fluency was found to be satisfactory. The content validity of the scales was investigated using the judgment of 10 psychology expert. The analysis of the finding through t-test found a significant difference between the control and experimental groups after the intervention program at ?< .01
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".