Dyslexic Model

Mohammad Reza Rabiee Nezhad (2013) tried to examine the effectiveness based on MI model over self-esteem and academic achievement of male dyslexic students. According to them self esteem plays an important role in the achievement of students with learning disabilities. In this study research design is semi-experimental of pre-test post test with control group and follow -up testing.. Self-esteem was measured by Rosenberg’s self-esteem scale. Student’s academic achievement were calculted by average of student’s grade and converting descriptive feedback into score. In order to analyze data descriptive and inferential statistics were used. In order to examine the two groups in terms of MI & Self-esteem, academic achievement using the tools in pre, post & follow up showed an increase in self-esteem and academic achievement when provided training based on MI model after intervention. According to the results, using the training model based on MI , we can boost self-esteem & academic achievement of dyslexic students.

Diane Joseph (2013)conducted a research on relevance of MI as a co-scholastic assessment and its link with academic performance among B.Ed teacher trainees in Puducherry. She suggested that traditional educational system mainly focused and assessed on cognitive and associative abilities of learners. The present global human resource development aims at holistic development of individuals and in the light of this demands the different human abilities has to be developed and assessed during the process

To find empirical evidence for this claim a number of investigations have been Green’s study(1999)supports this view by finding that the MI based classroom successfully produce environments with rich materials in which learners were motivated in the process of their learning