Volume 3, Issue 2 (June 2021)
IEEPJ 2021, 3(2): 240-249 |
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Daraei S. (2021). Investigating the Relationship Between Dyslexia, Academic Achievement, and Writing Competency Among Female High School Students. IEEPJ. 3(2), 240-249. doi:10.52547/ieepj.3.2.240
URL: http://ieepj.hormozgan.ac.ir/article-1-1175-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1175-en.html
PhD student in lyrical literature, Gorgan Branch, Islamic Azad University, Gorgan, Iran , fateme.daraee.55@gmail.com
Abstract: (58 Views)
Dyslexia is a significant learning disability that often hinders students’ academic performance, language acquisition, and writing proficiency. This study aimed to investigate the relationship between dyslexia, academic achievement, and writing competency among female high school students. Utilizing a descriptive-correlational design, the research focused on a statistical population of 210 female second-grade high school students in Qaem Shahr during the 2018–2019 academic year. A sample of 136 students was selected using simple random sampling based on the Krejcie and Morgan table. Data were collected using the Pham and Taylor Academic Achievement Questionnaire (1994), a researcher-made Writing Competency Questionnaire, and the Karami Nouri and Moradi Nama Dyslexia Test (2005). Analysis via Pearson correlation and simple regression revealed a significant negative correlation between dyslexia and both academic achievement () and writing competency (). Regression analysis further indicated that dyslexia significantly predict 23% of the variance in academic achievement and 28% of the variance in writing competency. These findings confirm that dyslexia is a primary factor contributing to diminished academic success and writing difficulties. Consequently, early identification of dyslexia, coupled with the implementation of targeted educational programs and therapeutic interventions, is essential for improving students’ academic outcomes and fostering their writing skills.
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2020/05/22 | Accepted: 2020/03/7 | Published: 2021/06/1
Received: 2020/05/22 | Accepted: 2020/03/7 | Published: 2021/06/1
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