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Gholamreza Chalabianloo, Mahdieh Sarshar, Farzad Mirshahi,
year 13, Issue 1 (SPRING 2024 2024)
Abstract
This research was conducted with the aim of meta-analysis of the studies conducted on the reading speed processing of students with special learning disabilities. The statistical population of the research included master's theses, doctoral theses, and research published in the field of interventions in Iran's specialized scientific journals and conferences (Noormags, SID, Magiran, random, Civilica), which in the past ten years ( 202-2022) in the field of educational interventions on the reading speed of students with special learning disorders that had a suitable sample size and met the necessary conditions in terms of validity and reliability of the measurement tool and sampling method. For this reason, 6 types of research that were acceptable in terms of methodology were selected and a meta-analysis was done on them. Searching in scientific databases using keywords; Reading speed, reading comprehension, reading accuracy, and reading tracking speed was conducted with a focus on educational interventions in the field of learning disorders. The research tool was a meta-analysis checklist. The implementation steps of this meta-analysis were based on Hewitt's and Kramer's meta-analysis steps. The results of this meta-analysis showed that the effect size of educational interventions on the reading speed of students with special learning disorders was 0.51. The most important point is that cognitive-computer rehabilitation interventions and practical neuro-psychological exercises were more interesting to researchers.
