en Rehabilitation Rehabilitation Original Research Original Research <span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><b><span style="font-size:9.0pt"><span style="font-style:normal">Background: </span></span></b><span style="font-size:9.0pt"><span style="font-style:normal">This research marks the exploration into comparing the effectiveness of two reading interventions in improving reading outcomes for third to fifth-grade Farsi-speaking students with dyslexia.</span></span></span></span></span></span></span></span><br> <span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal">&nbsp;&nbsp; <b>Methods:</b> In this&nbsp; randomized control trial study,&nbsp; twenty students in Tehran were randomly assigned to a multi-component group and a comprehension-based intervention group, each receiving 36 sessions of 45 minutes. The effectiveness of the interventions was evaluated using adjusted mean differences with a one-way ANCOVA. </span></span></span></span></span></span></span></span><br> <span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal">&nbsp;&nbsp; <b>Results:</b> The results revealed the comprehension-based intervention&#39;s superior effect size across most outcomes, except for the letters string. The effect size was large for word reading 0.93 (CI -0.002 to 1.85), medium for phoneme deletion 0.67 (CI -0.23 to 1.5), small for text comprehension 0.25 (CI -0.62 to 1.13), and trivial for both rhyme identification 0.1 (-0.77 to 0.98) and non-word reading 0.11 (CI -0.76 to 0.98). The multi-component intervention had a greater effect size on letters string than the other intervention, although it was small -0.21 (CI -1.09 to 0.66).</span></span></span></span></span></span></span></span><br> <span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal">&nbsp;&nbsp; <b>Conclusion:</b> The study concluded that comprehension-based intervention was more effective for Farsi-speaking students with dyslexia in grades 3-5, emphasizing the need for diverse intervention approaches to address their specific needs.</span></span></span></span></span></span></span></span><br> &nbsp; Reading, Intervention, Farsi, Dyslexia, Multi-Component, Comprehension 525 532 http://mjiri.iums.ac.ir/browse.php?a_code=A-10-8837-1&slc_lang=en&sid=1 Samira Mazaheri mazaheri.slp@gmail.com 200319475328460089395 200319475328460089395 No Collage of Rehabilitation, Tehran University of Medical Science, Tehran, Iran Zahra Soleymani soleymaniz@sina.tums.ac.ir 200319475328460089396 200319475328460089396 Yes Collage of Rehabilitation, Tehran University of Medical Science, Tehran, Iran Roxanne Hudson rhudson@uw.edu 200319475328460089397 200319475328460089397 No Collage of Education, University of Washington, Seattle, WA Saeed Talebian talebian@tums.ac.ir 200319475328460089398 200319475328460089398 No Collage of Rehabilitation, Tehran University of Medical Science, Tehran, Iran