The Effectiveness of using the Easy Read Method in increasing the Level of Reading Comprehension among Students with Learning Disabilities

Abstract

This study aimed to investigate the effectiveness of using the Easy Read Method in increasing the level of reading comprehension among students with learning disabilities. The Easy Read Method is a research-based approach that utilizes visual aids, simplified language, and structured reading strategies to support the reading comprehension of students with disabilities. A pre-test/post-test experimental design was employed, with a sample of 30 students (15 in the experimental group and 15 in the control group) with diagnosed learning disabilities. The experimental group received intervention sessions using the Easy Read Method, while the control group received traditional reading instruction. The findings showed that students in the experimental group showed a significant improvement in their reading comprehension skills compared to the control group. Specifically, the experimental group demonstrated enhanced abilities in identifying main ideas, making inferences, and summarizing information from the text. In contrast, the control group did not show any significant improvement in their reading comprehension skills. These findings indicate that the Easy Read Method is an effective approach for increasing the level of reading comprehension among students with learning disabilities. The use of visual aids, simplified language, and structured reading strategies provided the necessary support for these students to better understand and comprehend written text. This study has important implications for educators and practitioners working with students with learning disabilities. The Easy Read Method can be considered as a valuable tool for enhancing the reading comprehension skills of students with learning disabilities. By catering to their specific needs, this method can help these students overcome their reading difficulties and improve their overall academic performance.