The effectiveness of using smart classrooms on improving reading disorders and verbal fluency in late learners

Document Type : Original Article

Authors

1 PhD Candidate linguistic ,Islamic Azad university , Ahar Branch , Iran

2 Assistant Professor in TEFL, Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran

3 Assistant Professor in TEFLDepartment of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran

Abstract

The aim of this study was to determine the effectiveness of using information technology and classroom intelligence on improving reading comprehension disorders in children with intellectual disabilities and retardation. The method of this research was the quasi-experimental and there was a pretest-posttest with a control group. The statistical population included all boys with reading disorders in Marand medical centers, which included 64children. From the target population, 34 boys with reading disorders were selected as the sample size using purposive sampling method based on Wechsler IQ test and Koromi Nouri and Moradi diagnostic reading and dyslexia test and in two experimental (n = 17) and control (17) groups which were placed randomly. Initially, both groups were evaluated by a diagnostic reading test. The experimental group received treatment in smart classes in 12 sessions of 90 minutes during a year, and the control group received regular training only in their classrooms at schools and did not receive special treatment in any of the learning disability centers. At the end, both groups were re-evaluated. Data were analyzed using analysis of variance. The findings of this study showed that teaching in smart classrooms improves reading and comprehension disorders in children with IQ. Therefore, using information technology can improve reading and comprehension disorders in children with IQ.

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