Iranian Evolutionary Educational Psychology Journal

en Investigating the Relationship Between Dyslexia, Academic Achievement, and Writing Competency Among Female High School Students روان شناسی تکاملی Evolutionary Psychology پژوهشي Original <div style="text-align: justify;">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 (<math xmlns="http://www.w3.org/1998/Math/MathML"><semantics><mrow><mi>r</mi><mo>=</mo><mo>−</mo><mn>0.48</mn><mo separator="true">,</mo><mi> p</mi><mo>=</mo><mn>0.001</mn></mrow><annotation encoding="application/x-tex"></annotation></semantics></math>) and writing competency (<math xmlns="http://www.w3.org/1998/Math/MathML"><semantics><mrow><mi>r</mi><mo>=</mo><mo>−</mo><mn>0.53</mn><mo separator="true">,</mo><mi> p</mi><mo>=</mo><mn>0.001</mn></mrow><annotation encoding="application/x-tex"></annotation></semantics></math>). 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.</div> Dyslexia, Academic Achievement, Writing Competency, Learning Disorder 240 249 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-1196-2&slc_lang=en&sid=1 Salimeh Daraei fateme.daraee.55@gmail.com 100319475328460012501 100319475328460012501 Yes PhD student in lyrical literature, Gorgan Branch, Islamic Azad University, Gorgan, Iran