Effect of a Reading Intervention on Reading Ability among Children with Specific Reading Disorder

Abstract

The present study examined the effect of a reading intervention on the reading ability of children with specific reading disorders Ten participants between 7 to 10 years of age who met ICD-10 criteria for specific reading disorder were randomly assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre-test and post-test assessment was conducting using the NIMHANS Index for SLD. The intervention group received an 8–9-week reading intervention, 30 minutes per day, on every alternative day of the week. The control group received no intervention. Participants who had received the intervention showed more improvement in reading than controls, and these gains were maintained in a follow up assessment. The majority of the participants in the experimental group performed at their expected grade level on the reading test of NIMHANS SLD post-intervention.