Effectiveness of Response to intervention Model in Reading performance and Executive functions of students with dyslexia

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20251230068502N1

Enrollment

Registered

2026-01-03

Start date

2026-02-09

Completion date

Unknown

Last updated

2026-02-02

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

The variables studied were executive functions and reading performance in students with reading disorders..

Interventions

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

Eligibility

Sex/Gender

All

Age

7 Years to 12 Years

Inclusion criteria

Inclusion criteria: 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

Exclusion criteria

Exclusion criteria:

Design outcomes

Primary

Measure	Time frame
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.	—

Measure

Time frame

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.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactSamaneh Tajik Khaveh

Shahid Beheshti University

tajik1031@gmail.com+98 21 3626 4944

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 7, 2026