The present study aimed to develop the thinking maps training package and
compare its training effect with the thinking maps method on the reading performance of
second and fifth grade of elementary school male dyslexic students. For this mixed method
exploratory study, from among the above mentioned grades’ students in Isfahan, 90 students
who met the inclusion criteria were selected by multistage sampling and randomly assigned
into six experimental and control groups. The data were collected by reading and dyslexia
test and Wechsler Intelligence Scale for Children-fourth edition. The results of covariance
analysis indicated a significant difference between the reading performance of the experimen-
tal (thinking maps training package and thinking maps method groups) and control groups
( p < .01). Moreover, there were significant differences between the thinking maps training
package group and thinking maps method group in some of the subtests ( p < .01). It can be
concluded that thinking maps training package and the thinking maps method exert a positive
influence on the reading performance of dyslexic students; therefore, thinking maps can be
used as an effective training and treatment method.

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• Comparing the Effect of Thinking Maps Training Package Developed by the Thinking Maps Method on the Reading Performance of Dyslexic Students