The Effect of a Training Program Based on Working Memory Strategies (Verbal and Symbolic) on Developing Reading Ability among a Sample of Fifth Grade Students with Dyslexia: A Quasi-Experimental Study in El Oued Province

Abstract

This study aimed to examine the effect of a training program based on working memory strategies (verbal and symbolic) on the development of reading ability among students with dyslexia. It also sought to identify differences between pre-test and post-test measures of reading ability indicators. The research was conducted on a purposive sample of eight (08) fifth-grade students with dyslexia from Kouinine municipality in El Oued province. A quasi-experimental method was adopted, employing a single-group design with both pre-test and post-test measures, in addition to a set of tests assessing reading ability at different levels. These included: the word reading ability test (frequent words, non-frequent words, and pseudo-words) and the rapid word naming ability test. After confirming the normality of distribution, the paired samples t-test was applied, alongside calculations of means and standard deviations. Effect size was also computed to verify the significance of the results. The findings revealed that the training program based on working memory strategies had a positive impact on developing reading ability among students with dyslexia. Statistically significant differences were observed between pre-test and post-test measures in reading ability indicators (frequent words, non-frequent words, pseudo-words), in favor of the post-test. The results also indicated statistically significant differences between pre-test and post-test scores in rapid word naming ability, again in favor of the post-test.