Abstract:
The study aimed to explore the impact of using the Immersive Reader tool as one of the artificial intelligence tools in improving reading skills among children with dyslexia, and to investigate teachers’ opinions regarding its effectiveness in developing reading performance.
The study followed the mixed-method approach, where the quasi-experimental method with a single-group design (pre- and post-test) was used on a purposive sample of (5) primary school students from Beit Al-Rabee' School / Birzeit Directorate, in addition to an observation checklist to monitor performance during the intervention sessions. The descriptive analytical method was also adopted in order to describe the teachers’ views through semi-structured interviews with (3) teachers.
The test results showed a statistically significant improvement in students’ performance after the intervention, as the mean score increased from (23.40) to (52.20), which reflects the effectiveness of the tool in improving reading comprehension and reducing errors related to phonological discrimination. Significant differences also appeared in phonological awareness, auditory perception, short-term memory, comprehension, and spelling. The overall mean on the observation checklist was (3.06) with a good level of achievement, with “reading comprehension” ranking first with a mean of (3.30), and “phonological skills” ranking last with a mean of .(2.97)
The interview results confirmed the role of the tool in enhancing children's confidence and motivation, with an emphasized need for additional teacher training. The study recommended integrating artificial intelligence tools into teaching individuals with dyslexia, providing training programs for teachers, and conducting future studies on larger samples and varied research designs.
