A COMPARISON OF READING PERFORMANCE BETWEEN DYSLEXIC AND NORMAL STUDENTS WITH EMPHASIS ON PERSIAN WRITING FEATURES

The purpose of this study was to compare reading performance of dyslexic students with normal students in grade three of elementary school focusing on Persian writing features. The methodology of the research was descriptive, causal-comparative. Among grade three elementary students of Isfahan (Iran), 60 dyslexic boys and girls (considering the entry requirements of the study) and 60 normal boys and girls were chosen by random sampling method participated in the study. To gather data, academic achievement test of reading which its reliability and validity had been proven was selected. Moreover, the study findings were analyzed by Chi-square and U-Mann Whitney tests.The study results demonstrated that there is a meaningful difference (p ? 0.001) between the average error number of dyslexic students and normal ones with the emphasis on Persian writing features. Consequently, because the average number of errors in dyslexic students is more, Persian writing features as a factor has a principal and determining role on dyslexic students’ reading performance. The finding of this study add support to the view that teachers of dyslexic students should have more focus on writing features.