The present research scrutinized the effectiveness of using technology and multimedia in smart classrooms on improving reading disorders, word chain, and word comprehension in late learning students. For this purpose, 34 male students with reading disorders (dyslexia) w
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The present research scrutinized the effectiveness of using technology and multimedia in smart classrooms on improving reading disorders, word chain, and word comprehension in late learning students. For this purpose, 34 male students with reading disorders (dyslexia) were selected as a sample based on the Wechsler IQ test, andKoromi Nouri and Moradi’s dyslexia test. The participants were selected from primary schools in Marand city in the academic year 2019-2020. This study isquasi-experimental research with pretest and posttest. The experimental and control groups included 17 participants, which were randomly assigned to each group. Both groups were evaluated by a diagnostic reading test as a pretest. The experimental group was taught in smart classes for 12 sessions for a year and each session was 90 minutes, yet the control attended in normal classes without using any technology and multimedia. At the end of the year, both groups were re-evaluated using the posttest. The data were analyzed by ANOVA test. The results showed that teaching based on multimedia in smart classrooms improved reading disorders, word chain, and word comprehension in retarded children.The findings can be of great importance for teachers and parents.
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