Najmeh Dehghan; Salar Farmarzi; Mohammad-Ali Nadi; Mozhgan Arefi
Volume 3, Issue 9 , September 2017, , Pages 67-86
Abstract
Introduction: Cognitive Neurosciences and reading have close relationship with each other. Neuropsychological skills are prerequisite for reading. Looking at the dyslexia neurological challenges and benefits of and neuropsychological and cognitive function of play was the general objective of the study ...
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Introduction: Cognitive Neurosciences and reading have close relationship with each other. Neuropsychological skills are prerequisite for reading. Looking at the dyslexia neurological challenges and benefits of and neuropsychological and cognitive function of play was the general objective of the study that examined the effectiveness of educational package of cognitive plays on neuropsychological skills of dyslexic students. Methods: The study design was quasi-experimental with pre-test and post-test and follow-up period (two months after the implementation of the post-test) in which 30 dyslexia male students were selected as sample of study using non-random sampling, and they were assigned randomly into experimental and control groups. Experimental group was educated using researcher-made tool in 1.5-hour sessions over three months.For data collection, the fourth edition of the Wechsler Intelligence Scale for children, dyslexia test and neuropsychological tests of Connors were used. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of variance with repeated measures). Findings: Data analysis showed that educational package of cognitive plays are effective in improving neuropsychological performance of dyslexic students (pConclusion: educational package of cognitive plays can be an effective therapeutic approach to improve the neuropsychological skills of dyslexic students.
