ziba ostadzadeh; alireza Aghayousefi; hasan heydari; hossein davoodi
Abstract
The aim of this study was to investigate the effect of transformational therapy on the conflict between superior visual learning style and brain information processing style in cognitive dyslexia students. Method:The present study was a quasi-experimental study with a pretest-posttest design with a control ...
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The aim of this study was to investigate the effect of transformational therapy on the conflict between superior visual learning style and brain information processing style in cognitive dyslexia students. Method:The present study was a quasi-experimental study with a pretest-posttest design with a control group. After obtaining ethics from male and female students in the first, second and third grades of primary schools and clients to the public and privet special education centers in the academic year of1397-98,through purposeful sampling,102 people who had the Criterion of the research, were selected and randomly assigned to two groups of51people (experimental and control).Therapeutic sessions were performed twice a week for 2 months in16sessions of45 minutes that used the Eishner model and Walk learning style in the experimental group. Instruments:WISC4, Superior Side Brain Assessment Checklist, VARK Model Learning Styles Selection, Chapman and Edinberg Superiority Assessment Questionnaire, Delacato Brain Neurodevelopment Scale, and Content Analysis of First Elementary Persian Book with Visual Index (the basis of textbook content is based on three styles of visual, auditory and motor) was used. Data analysis was by analysis of covariance and GEE (generalized equation estimation) and T-couple. Results:There was a significant difference (p<0.05)between the pre-test scores of the experimental and control and follow-up groups compared to the post-test.Two-month follow-up of the results showed the stability of the results. Conclusion: Cognitive therapy is an effective intervention method that has a positive effect on the conflict between superior visual learning style and brain information processing style of students with cognitive dyslexia.
