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IRCT20251230068502N1 IRCT 2026-01-03 Shahid Beheshti University Effectiveness of Response to intervention Model in Reading performance and Executive functions of students with dyslexia Effectiveness of Response to intervention Model in Reading performance and Executive functions of students with dyslexia 2026-02-09 anticipated 30 Complete https://irct.ir/trial/88443 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: Eligible students were randomly assigned to the intervention (Response to Intervention model) or control group using a simple lottery-based randomization method after obtaining written parental consent. Sequentially numbered, opaque, sealed envelopes containing group assignments were prepared in advance by an independent person. One envelope was opened sequentially for each participant only after enrollment, ensuring adequate allocation concealment and minimizing selection bias. The unit of randomization was the individual student, and no stratified randomization was applied. N/A The variables studied were executive functions and reading performance in students with reading disorders.. Intervention 1: Intervention group: Regarding grade level, in the experimental group, the largest number of participants were in the second grade (5 students; 33.3%). The first, third, and fourth grades each included 3 students (20%), while the fifth grade had the fewest participants (1 student; 6.7%). Intervention 2: Control group: The control group consisted of 15 students who did not receive any intervention. The largest number of participants were 8-year-olds (5 students, 33.3%). This was followed by 7-year-olds (4 students, 26.7%), 9-year-olds (3 students, 20%), 11-year-olds (2 students, 13.3%), and 10-year-olds (only 1 student, 6.7%). Yes - There is a plan to make this available What will be shared: The data are shareable. When: Access will begin six months after publication. To whom: The data will be available to researchers and academic institutions. Conditions: The data will be available for future research purposes. Where to obtain: Researcher: Samaneh Tajik Khave Email: tajik1031@gmail.com How to obtain: The data will be provided upon email request along with a description of the study. Comments:
public Samaneh Tajik Khaveh
No. 10, Alley 606, Fajr 6th Street, Fajr Street
Varamin Iran (Islamic Republic of) 3371738393 +98 21 3626 4944 tajik1031@gmail.com Shahid Beheshti University scientific Samaneh Tajik Khaveh
No. 10, Alley 606, Fajr 6th Street, Fajr Street
Varamin Iran (Islamic Republic of) 3371738393 +98 21 3626 4944 tajik1031@gmail.com Shahid Beheshti University Iran (Islamic Republic of) Enrollment of the student at the elementary school level No concurrent participation in other intervention programs Student’s readiness and ability to attend the intervention sessions regularly Absence of serious uncorrected hearing or visual impairments, or severe psychological disorders that may affect reading performance Absence of serious uncorrected hearing or visual impairments, or severe psychological disorders that may affect reading performance Confirmation of the student’s learning disorder by a specialist from a learning disabilities center 7 years 12 years Both Behavior Behavior Intervention group: Regarding grade level, in the experimental group, the largest number of participants were in the second grade (5 students; 33.3%). The first, third, and fourth grades each included 3 students (20%), while the fifth grade had the fewest participants (1 student; 6.7%). Control group: The control group consisted of 15 students who did not receive any intervention. The largest number of participants were 8-year-olds (5 students, 33.3%). This was followed by 7-year-olds (4 students, 26.7%), 9-year-olds (3 students, 20%), 11-year-olds (2 students, 13.3%), and 10-year-olds (only 1 student, 6.7%). The study variables included reading performance and executive functions in students with reading disorders. Reading performance encompassed word and nonword reading, reading comprehension, phonological awareness (e.g., phoneme deletion and rhyming), picture naming, word chains, and letter and category identification. Executive functions included inhibition, attention shifting, working memory, planning, emotional control, initiation, organization of materials, and monitoring. Timepoint: The variables were measured using a pretest–posttest design, with assessments conducted before and after the intervention. Method of measurement: The study employed the NEMA test and the Behavior Rating Inventory of Executive Function (BRIEF) to assess reading performance and executive functions, respectively. - Approved 2024-07-06 Research Ethics Committees of Shahid Beheshti University No. 10, Alley 606, Fajr 6th Street, Fajr Street Varamin Tehran Iran (Islamic Republic of)