| Abstract: | Abstract This study was conducted to assess interactive multimedia for aiding students with dyslexia to learn geography. Guided by the National Geography Standards, four sections of a lesson were created in two formats: traditional text and interactive multimedia. Forty-six eighth grade students (dyslexic and non-dyslexic) participated. They took a pretest and then proceeded with the lesson, alternating each section with each format and answering multiple choice content questions after each section. The results indicate that multimedia helped both groups of students in terms of accuracy, response times, and enthusiasm, with a slight decrease in the performance gap between the two groups. |
