Evaluation of the Dimensions of a Proposed Social Skills-Based Curriculum Model for Students with Reading Disabilities Based on Aker’s Model

Abstract

Purpose: This study aimed to evaluate the dimensions of a proposed social skills-based curriculum model for students with reading disabilities based on Aker’s model.

Methodology: This study was conducted within the pragmatism paradigm using a social constructivist approach, inductive reasoning, and a mixed-methods design. The research was implemented in three stages: synthesis of the research literature, model design, and model validation. In the synthesis phase, the statistical population included 132 valid scientific studies related to the research topic, of which 52 studies were selected through purposive sampling according to predefined inclusion and exclusion criteria. In the quantitative phase, the statistical population consisted of curriculum professors and teachers working with students with reading disabilities in East Azerbaijan Province. From a population of 4,500 individuals, 305 participants were selected using cluster sampling. Data were collected through research synthesis procedures and a researcher-made questionnaire. Qualitative data were analyzed using Roberts’ synthesis method, and the validity of the proposed model was examined using a one-sample t-test in SPSS version 28. The quality of the reviewed studies was assessed using the CASP checklist, and coding reliability was confirmed by a Kappa coefficient of 0.666. The reliability of the questionnaire was also confirmed with a Cronbach’s alpha coefficient of 0.963.

Findings: The inferential results of the one-sample t-test showed that all dimensions of the proposed model were statistically confirmed at a significance level of less than 0.001. The test statistics were significant for rationale (t = 84.185), objectives (t = 72.393), content (t = 90.343), method (t = 92.045), teacher role (t = 60.329), assessment (t = 88.086), materials and resources (t = 32.857), learner grouping (t = 58.934), and time and place (t = 80.435). Accordingly, all proposed dimensions demonstrated acceptable statistical validity.

Conclusion: The findings indicate that the proposed social skills-based curriculum model, consisting of validated dimensions such as rationale, objectives, content, method, teacher role, assessment, materials and resources, learner grouping, and time and place, can provide a practical framework for designing, revising, and improving curriculum programs for students with reading disabilities.