یوسف دهقانی

The overall aim of this study was to comparison the effectiveness of phenographic and Davis training methods on reading performance and academic excitement in dyslexic students. In order to do this research, random sampling method was used. As a result of the students who were introduced by school teachers according to the forms sent to schools with common misspellings items to the learning disability center, 30 primary school students were suspected of dyslexia. After performing diagnostic tests (children's Wechsler IQ test, adhd test, behavioral disorder test), which was performed by the center-centered psychometric counterparts, 21 primary dyslexic students with an average age of 8 to 10 years were tested for trials The group (7 people in the first group, 7 in the second group, 7 in the third group) were replaced, which included 9 girls and 12 boys. After performing pre-test in all three groups, the first experimental group was trained for phenotyping for 12 sessions. The second experimental group received Davis training for 16 sessions, and the control group did not receive any special training. After completing the training and performing post-test in all groups, the data were analyzed using covariance analysis.In general, the findings of this study indicated the effectiveness of the phenographic and Davis training methods on reading performance and the excitement of dyslexic students. The only difference was that Davis's educational method enjoyed increased academic excitement, and in Auditory processing also led to a higher average compared to the phenographics method. Therefore, it can be concluded that Davis's method is more effective than phenographics and is more attractive to students