The Effect of Neurological Impress Method (N.I.M) on Reading Ability of English Text on Dyslexic Students

This study aims to find out the effect of the neurological impress method on the reading ability of English text on dyslexic students, including phonemic awareness, reading fluency, and reading comprehension. This study intends to determine the use of the neurological impress method to boost the reading ability of dyslexic students in Galuh Handayani Inclusive School Surabaya. The participants of this study are three dyslexic students and two teachers. The data were collected through observation and interview and analyzed by using the descriptive qualitative method. In short, this study supports the use of the neurological impress method to develop the reading ability of English text as a foreign language on students with learning disabilities. According to the observation and interview that have done by the researcher in Galuh Handayani Inclusive School Surabaya, it can conclude that the neurological impress method is the method that appropriates for increasing the reading ability of dyslexic students.

The Effectiveness of Neurological Impress Method on Reading Fluency of Students with Learning Disabilities in Amman, Jordan

The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite Kingdom of Jordan.Students focused groups in this research were separated into two different groups including the satisfactory controlled group. The participants were taught for one complete semester. Two hypotheses were formulated to guide this research.Statistical analysis to the gathered data revealed that the focused group of students who were trained according to the scheduled strategy to improve students reading ability or became more fluent in reading.Full analyses were applied using the T-test on all available data, indicating that students who were trained according to the scheduled strategy.The study found out that the strategy reduced the reading fluency deficiency in teens with different levels of learning disabilities. Consequently, it was recommended that the strategy can be used to improve reading fluency of students with learning disabilities.