Effect of multimedia cross age tutoring and class wide peer tutoring on reading motivation and reading comprehension of students with dyslexia

Abstract

The present experimental research studied the effect of multimedia, cross age tutoring, class wide peer tutoring and conventional method of instruction based intervention on reading motivation and reading comprehension of 5th grade students with dyslexia. Three experimental groups (N=15 in each group) were exposed to three different instructional methods, Multimedia Method (EG1), Cross Age Tutoring (EG2) and Class Wide Peer Tutoring (EG3) respectively. The control group (CG) received Conventional Method of Instruction. Identification tools (viz: teacher referral form, intelligence test and diagnostic test of reading disorder) were used for sample selection. Assessment tools (viz: one reading motivation scale and two reading comprehension test) were used for pre and posttesting. The results of the study have proven the effectiveness of multimedia method, cross age tutoring and class wide peer tutoring on reading motivation and reading comprehension of students with dyslexia. newline